Constituição da identidade docente de bacharéis em Engenharia: narrativas do habitar à docência na universidade

• Autor(a) principal: Silva, Fabrício Oliveira da
• Data de Publicação: 2024
• Outros Autores: Gagliato, Jéferson Felipe
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Tempos e Espaços em Educação (Online)
• Texto Completo: https://periodicos.ufs.br/revtee/article/view/20248
• topic: Teaching identity; Ongoing training; University Teaching; (auto)biographical research; Identidad docente; Entrenamiento en curso; Docencia Universitaria; investigación (auto)biográfica; Identidade docente; Formação permanente; Docência Universitária; Pesquisa (auto)biográfica

This study addresses the Constitution of the teaching identity of engineering graduates: narratives of teaching at the University. The main objective of the study was to understand the process of establishing the identity of professors with a degree in Engineering at the State University of Feira de Santana-UEFS, Bahia. The methodology of this research is qualitative in nature and is anchored in the (auto)biographical approach. As a method of collecting information, narrative interviews were used, which were recorded, transcribed, and analyzed considering the comprehensive and interpretative paradigm of Ricouer (2012) and Souza (2014). The research had the collaboration of four university professors from engineering courses (Civil, Food and Computing) at UEFS. In the theoretical field, the research is based on theoretical contributions, which focus on concepts such as teaching identity, experience, teaching profession, permanent training, among others. The results allow us to conclude that professional identities are constituted by the trajectory of professional activity. The narratives highlighted processes of subjectivation that each teacher produces when narrating about their own performance in university teaching, transversalized by family experiences. The study also allowed us to conclude that identities are flexible and are created based on the experiences that each teacher builds in their professional journey.