Os desafios da docência: a construção de ser professor na educação infantil

Abstract

This study is a reflection on the challenges of teaching, being a teacher, considering its particularities bringing relevant aspects to the process of identity construction teacher of early childhood education, in the comprehension of an identity that is established within the profession gradually taking from experiences in the classroom a important factor. This reflection shows how the historical changes over the decades has influenced teacher training, and the teacher himself a historical agent. We will dive in new approaches and new meanings to the teacher considering the formation beyond a classical building with their knowledge in molded and society. We will reflect the professional development as a continuous action that happens throughout life and career and these time slots reconstruct the meanings of the teaching profession in each period exerts different functions which need to be reset. We will close these reflections on the possibilities and impasses that guide the work of teachers some dilemmas to which daily constitute a barrier in the construction of their professional identity. This work does not exhaust all the studies and conceptual and historical approaches to teacher education, but the same establish a theoretical analysis conducting collaborative inferences teaching practice. In our analysis, we seek dialogue with concepts and ways of being and becoming a teacher, trying to think teacher training, deadlocks, the possibilities and ways to build the identity of being a teacher.