Please use this identifier to cite or link to this item:
Title: A construção da identidade docente e a formação continuada de professores
Other Titles: Construction of teacher identity and continuing teacher training
La construcción de la identidad docente y la formación continua de profesores
Keywords: Políticas públicas
Formação continuada
Public policies
Continuing education
Políticas públicas
Formación continua
Issue Date: Oct-2020
Publisher: Pontifícia Universidade Católica do Rio de Janeiro - PUC-Rio
Citation: CABRAL, G. R. A construção da identidade docente e a formação continuada de professores. Revista Educação Online, Rio de Janeiro, n. 35, p. 56-75, set./dez. 2020. DOI:
Abstract: This article presents part of a research, which objective was thinking the federal policies of continuing education for literacy teachers, from 2008 to 2018, offered in a small city of Minas Gerais. To collect the data, we used questionnaires and a press conference with teachers from the municipality who attended in-service training. For data processing, we opted for content analysis, under the theoretical support of authors such as Nóvoa (1997), Tardif (2002), and Candau (1997). The narrative texts were analyzed, allowing the emergence of the following empirical categories: a) Being a teacher, b) Teaching knowledge, and c) Doing pedagogic. In this article we present the dimension of being a teacher, which takes as reference the set of speeches of each teacher about their life trajectory, their initial and continuing education, their reading and writing that permeate their professional role and their individual acting.
Appears in Collections:DED - Artigos publicados em periódicos

Files in This Item:
There are no files associated with this item.

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.