Processos identitários docentes: percursos de vida e de trabalho no contexto do Proeja do Instituto Federal de Educação, Ciência e Tecnologia do Ceará

Abstract

The present study analyses processes of professional identity of teachers who works in the National Program of Integration of Basic Education in the Form of Youth and Adults Education – PROEJA, of the Federal Institute of Education, Science and Technology of Ceará, Fortaleza’s campus. Based on the concept of identity as a dynamic construct, formed by the various experiences of the subject in the interactive game between the subjective (personal) and objective (social) spheres, was taken as reference studies about identity (DUBAR, 2005, 2006; HALL, 2006; WOODWARD, 2000; LOPES,1996, 2009, 2011), experience (LARROSA, 2002, 2004; DUBET, 1994; DEWEY, 1971; JOSSO, 2004, 2004; TOMPSON,1981; REALE, 1977;) and teacher education, knowledge and teaching practice (NÓVOA, 1992; LAWN, 2011; MIZUKAMI, ,2000, 2002; TARDIFF, 2002; SCHON, 2000; FARIAS, 2006; PETEROSI, 1997; MACHADO, 2008, 2010, 2012). The study was developed on perspective of (self) biographical research (DELLORY-MOMBERGER, 2008; JOSSO, 2004; BERTAUX, 2010; GASTON PINEAU, 2006; SOUZA, 2006). These theoretical contributions favored us the knowledge about the processes of teacher education of six teachers. The access to the information about formative experiences and practice of these teachers happened between april-june 2010, through observation of them in the classroom (MACHADO, ALVES E GONÇALVES, 2011; VIANA, 2003; ESTRELA, 1994) and narrative interviews (JOVCHELOVITCH E BAUER, 2005), and then it was analyzed on the basis of comprehensive analysis (BERTAUX, 2010; KAUFMAN, 1996) which as analysis’ principles take the creativity, imagination and the researcher’s action on the data. The analysis revealed, among the teachers, dynamic routes of the meeting with teaching, either by act of belonging or identification, either by assignment. Was observed the existence of inconclusive and sometimes contradictory processes, permeated by a reflexivity about the act of teaching young and adult people, characterized by a game of identification between the identities to another, assigned by expert systems – to be a teacher of adult education – and identity to you – be a teacher of professional education. Front this observation, it is argued that the idea that identity regarding to being a teacher of adult education, will be built by the interconnection between personal identity and formed social identity - teacher of professional educational/high school. It will be in the interconnection of these experiences where it might occur the changes which will form the others identities (teacher of PROEJA).