Processos formativos da construção da identidade docente: trajetórias pessoais, profissionais e institucionais

Abstract

This study investigates the formative processes of teacher identity construction, as well as the relationship between institutional identity and teacher identity, analyzing how this intertwining influences the formation of teacher identity and the pedagogical practices of teachers. The study aims to understand the process of teacher identity construction, especially regarding its intertwining with organizational culture, seeking to highlight the impact that the need to adapt to the demands and particularities of each educational institution will have on teachers' development. Adopting a qualitative approach, the study was developed through semi-structured interviews with two teachers with experience in multiple institutions about the process of teacher identity formation. The interviews were analyzed using the hermeneutic-dialectical method and a biographical perspective, valuing the connection between life experiences, professional knowledge, and contact with different school cultures. The theoretical framework is based on studies of teaching knowledge and the process of professionalization of teaching, as well as school organizational culture. The results demonstrate that teaching identity is formed in a processual, dynamic, and plural way, marked by personal, professional and institutional dimensions. It was found that institutions not only influence teachers' identities but are also transformed by them, through the practices and values they reproduce in their daily lives.