Reflexões sobre o processo de construção identitária da própria prática docente

Abstract

This research presents the reflexive synthesis about the lived experiences throughout my development as a social and critical subject that corroborated the identity formation of the teacher being, the teaching practice and the human actions of agency behavior. From this perspective, the initial questions are: (a) which sociocultural issues experienced by me influenced the choice of teaching?, (b) which excerpts indicate agency?, (c) how do the excerpts indicating agency are linguistically performed? Therefore, based on Vygotsky's socio-interactionist theory, which categorizes human development based on interpersonal relationships and on the theory of personal experiences influences (NÓVOA, 2013), the methodology used for this investigation is related to qualitative research, through the elaboration of an autobiography; rescuing significant personal memories, analysis of emotional moments (BARCELOS, 2016, 2017) and quotations of “other people” that contributed to my teacher education. This research is necessary to investigate the real factors responsible for the act of choosing to be a teacher and how my teaching identity is a reflection of the historical and social development experienced by me since adolescence. It is expected to expand the knowledge about teacher education and its implications in the practice of teachers in early years, aiming to collaborate with projects that are committed to the training of teachers of Portuguese Language and the promotion of new research, analysis and reflections.