SER E ESTAR: A CONSTRUÇÃO DA IDENTIDADE PROFISSIONAL DOCENTE NA EDUCAÇÃO BÁSICA

Abstract

The following research has the objective to analyze the conception of the elementary school teachers who work in "Madre Imaculada" public school in the municipality of Santarém, Pará, about the professional identity in the context of initial and continuing training and their practice in elementary school considering the following question "how do the experiences of action and training mobilize the teacher identity making?". Is is a qualitative research using the narrative approach. The data collection oral histories was used through semi-structured interviews. The narrative of the teachers were treated by Text Analysis Discourse, which enabled provide multiple perspectives about the teaching professional identity. The meaning expressed by survey participants allowed reflections about the AAA, defined by Nóvoa, as: I) Accession; II) Action and; III) Self-consciousness. The results in this study indicated that the professional identity teachers is mobilized through the establishment of principles and values considering the integral human formation; It was revealed the necessity to conduct continuing education courses in the school context with education professionals collectives, in order to encourage the development of interdisciplinary teaching practices in schools; it was analyzed the redefinition of school time, especially in relation to the creation of collective moments of reflection about the pedagogical work, through education projects at school. It can be concluded that the teaching professional identity in elementary school is made in a complex and dynamic movement, the interfacing of personal and professional dimensions.