Narrativas de professoras iniciantes: elementos que constituem a identidade docente

Abstract

This Course Completion Work (TCC), linked to the degree course in Pedagogy at the Federal University of São Carlos (UFSCar), whose focus lies on investigating teachers' narratives about the beginning of their teaching career in the educational context, focusing on the construction of professional identity. The research aims to understand elements that constitute their identities throughout their professional trajectories, exploring the influences, challenges and significant moments that shape their self-image as educators. The methodology adopted involved collecting narratives from teachers, allowing qualitative analysis of shared experiences. Through content analysis, we identified recurring patterns, emerging themes and nuances in the participants' narratives. The results reveal the complexity of the construction of teaching identity, highlighting the interaction between personal experiences, institutional contexts and professional challenges. The influence of significant events, such as academic training, interpersonal relationships and moments of overcoming, emerge as fundamental elements in the formation of identity. By tracing these paths, this study contributes to a deeper understanding of the processes involved in the construction of teaching identity, providing insights that can transform pedagogical practices and vision about teacher training. Reflecting on the teachers' narratives not only enriches academic understanding, but also promotes a more empathetic and realistic appreciation of the profession in the process of starting to teach.