Identidade docente e formação continuada: um estudo à luz das teorias de Zygmunt Bauman e Claude Dubar*

• Autor(a) principal: Rossi, Fernanda [UNESP]
• Data de Publicação: 2020
• Outros Autores: Hunger, Dagmar [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.24109/2176-6681.rbep.101i258.4409; http://hdl.handle.net/11449/212192
• topic: basic education; professional identity; teacher’s continuing education; atualização de professores; educação básica; identidade profissional

This paper aims to analyze the development of a teaching identity in the contemporary scenario, problematizing: social changes that impact the teaching identity; the perceptions of primary education teachers over what means to be a teacher nowadays; and possible influences of institutionalized continuing formation over the reflection and (re)construction of teachers’ identities. Nineteen teachers of childhood and elementary education, working in the areas of Physical Education, Pedagogy and Arts participated in this qualitative- approached research. Data generation strategies included a focus group and field observation. Data were analyzed in light of Zygmunt Bauman and Claude Dubar’s theories. It has been found that continuing education is a dimension of the profession closely related to the constitution of a teaching identity, since it enables the monitoring of the ongoing, fast social changes, thus, strengthening or reconfiguring the social recognition of its function. Another integrative element of formation with identity has been revealed in the space and time provided by the formation to collectively reflect and construct knowledge and reinterpretations referring to what it is to be a teacher. The urgency of educational actions / public policies to strengthen professional ties has been revealed, consolidating the teaching collective and the notion of belonging to a specific group in society, with an identity of their own.