Formação, identidade docente e os dilemas no exercício da profissão.

Abstract

The purpose of this monographic work entitled "Training, Teaching Identity and Dilemmas in the Practice" is to analyze and discuss training, teacher identity and dilemmas in the practice of the profession; identify the conceptions of initial and continuous teacher training; to know the conceptions of teacher identity and characterize the dilemmas of the teaching profession, making them rethink their strategies in the classroom in the face of the dilemmas in the educational process, in search of a reflexive and innovative practice that allows a better performance of the students, given the quality of the school education, and based on this vision, encourage them to seek new knowledge in an academic way, as well as through socialization with their colleagues in the profession. Therefore, initial and continuous training is understood as a necessity, because as the present world has evinced constant transformations requires the educator a training that allows the acquisition of solid knowledge of the profession, thus making it more fit to meet the requirements society. We conducted a research of qualitative nature, exploratory and descriptive, having as research universe four teachers interviewed from the municipal school network of the city of Marizópolis-PB. This research, with a semi-structured interview, is anchored in some authors such as: Libâneo (2015), Imbernón (2006), Ramalho (et al 2004), Vasconcelos (2003), Nóvoa (2002), Kullok (2000), among others. In view of the above, the present monographic work reflects some questions: What is the importance of the initial and continuous formation of teachers? How can initial and continuing education contribute to the change in the educator's position? What elements constitute the teaching identity? What are the dilemmas of the profession? The results showed that it is in the formative process that the teacher has the opportunity to prepare to act in the classroom, building the necessary knowledge for the development and learning of the students and to assume the educational task in its complexity, helping us to face the challenges in our field of work in the face of frequent changes in reality, and that professional identity is an evolutionary process, built on interaction with the other, being the school and teacher training of the main environments for the construction and reconstruction of the professional identity of the teacher.