IDENTIDADE DE PROFESSORES INICIANTES: TRAJETÓRIAS FORMATIVAS À LUZ DE CARTAS NARRATIVAS

Abstract

Understanding the process of constituting identity requires entering into a professional but also personal history, in view of the way we are in the interaction with the world and with others. This process becomes even more significant when we refer to teachers who are in the early stages of their careers, since it is the moment when they seek to institute their actions, positions and professional postures, based on the personal and formative experiences they have experienced. This writing aims to understand how the teachers that the beginning teachers had throughout their academic trajectories, reflect on the formation of their identity processes. The research was based on a qualitative approach and narrative letters woven by three beginning teachers from the public basic education network were used as an instrument for data production. According to the subjects’ writings, it was possible to perceive a close relationship between personal and professional identity and that the implications arising from the school or formative experiences of the profession are shaping professionality and constituting the teaching identity. It is also perceived that the subjects recognize the actions and practices of some of their masters reflected in their teaching practice, electing significant figures in the process of professional insertion and constitution of the teacher identity. It can also be seen that this process is permeated with singularity, because each one experienced formative experiences and differentiated professionals, they found teachers with specific practices and in different contexts and, thus, gave meaning and meaning to these experiences in a particular way.