A constituição identitária de professores de língua portuguesa em narrativas autobiográficas.

Abstract

This article aims to analyze how teachers of Portuguese Language in Basic Education discursively construct their identity projects related to their professional trajectory, from their autobiographical narratives. The research is within the scope of Applied Linguistics (Moita Lopes, 2006), articulating theoretical and methodological guidelines of discursive studies (Pêcheux, 2019, 2014; Foucault, 2006, 1997) and also of social science theorists (Bauman, 2005, 2001; Candau, 2001; Hall, 2006; among others). It also adopts a qualitative interpretativist perspective and takes as analytical object autobiographical narratives, understood as discursive practices that constitute identity projects of these teachers. The study was carried out with the collaboration of teachers who graduated from the Professional Master‟s Program in Letters (ProfLetras/UFPB), who act as teachers of Portuguese language in the public education system. The autobiographical narratives analyzed indicate that the identity construction of teachers dialogues with the continuous learning process of these subjects. This process of identity effects involves the relationship of teachers with themselves, with the knowledge inherent to teaching, with the subjects of the school community where they work and with the social context in which they are inserted.