A construção da identidade docente do professor da educação infantil no processo de formação no curso de pedagogia.

Abstract

The purpose of this work was to analyze the construction of the teaching identity of the teacher of the early childhood education among the students of the Pedagogy course, CFP / UFCG. The qualitative research was carried out with six final students of the Pedagogy course of the Training Center of Teachers of the Federal University of Campina Grande, Campus of Cajazeiras-PB and had as instrument of data collection the individual interview, of the semi-structured type. The collected data were organized and analyzed using techniques of the method of content analysis, developed from the perspective of Laurence Bardin (1997). The results of this research show us that students consider the teaching identity as a process that we build throughout our lives, during our formation, from the individual and collective relationships we undertake in our daily life, within the course and beyond. Finally, the teaching identity is constituted daily, in daily practice, during the lived experiences. It was also verified that the main challenges faced by the students in the course refer to the relationship theory and practice, university X school, social devaluation of the teaching profession and some issues that need to be addressed in children's education, among them: diversity, gender and sexuality. It is considered that the teacher is an important base in the construction of the human personality, the formador of the knowledge and fundamental in the formation of all the professionals; It needs to have qualified training, as well as social recognition and economic valuation of the profession. Thus, these outstanding elements contribute to their personal and professional formation and the construction of their teaching identity.