A Constituição da identidade docente na educação do campo

Abstract

The construction of teachers’ professional identity has been a subject of debate in the education field, especially when related to the specificities of Rural Education. In this context, understanding how the professional identity of teachers working in rural schools is constructed becomes essential for reflecting on the challenges, working conditions, and public policies that permeate teaching practice in these territories. This study aims to analyze the construction of the professional identity of teachers working in Rural Education, seeking to investigate the factors that influence this process, reflect on the elements that weaken this identity, and to map public policies that contribute to its strengthening. The research is characterized as qualitative, with an exploratory and descriptive approach, and is based on bibliographic research grounded in authors who discuss teacher education and professional identity, as well as the specificities of Rural Education. The results indicate that teachers’ professional identity in Rural Education is shaped by multiple factors, including initial and continuing education, working conditions, educational public policies, and the relationships established among school, community, and territory. It is concluded that strengthening the professional identity of teachers working in Rural Education depends on the valorization of the profession, the expansion of educational public policies, and the promotion of spaces for training and reflection on pedagogical practice, enabling teachers to recognize themselves as active agents in the construction of their professional trajectories.