Entre singularidades e processos identitários: um olhar para a formação e atuação profissional de Professoras da educação infantil

Abstract

This study assumes that the teaching professional identity is constituted as an interaction between the individual and his subjective experiences, both at the individual and professional levels. The objective was to investigate how the process of constituting the professional identity profile of teachers who work in early childhood education (with children aged 3 to 5 years). We considered their life stories, training processes and professional performance. Theoretical contributions to the analysis of the investigation was based on the contributions of Tardif (2002, 2013), Pimenta (1999), Nóvoa (1992, 1997, 2019), Dubar (2005)) - in the field of the theme on identity and professional knowledge - and in Assis (2007), Kishimoto (1999, 2005) and Rosemberg (2012), on the understanding of professionals in early childhood education. The research had been based on a qualitative methodology through an exploratory-descriptive study, carried out through questionnaires with open and closed questions, with 14 teachers of early childhood education. The data were organized into 05 axes of analysis (Identity and singularity; Initial and continuing education; Teaching professionalism; Teaching knowledge; Professional practice). The results shows the importance of this type of investigation, allowing us to have a more accurate look at how the teachers of young children act and face the problems of their realities, which leads us to a more in-depth dialogue and an analysis in a more critical and aware of issues related to real situations that arise in the context of early childhood education that enable a constant reflection of practice and, consequently, of the constitution of identities.