A construção da identidade docente e a formação continuada de professores

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.