Professional identity of Elementary School first grade teachers: narratives of trajectories
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Abstract
In this text, the focus was on the professional identity of pedagogue-teachers working in the first grades of Elementary School. The aim was to answer the following question: What do teachers narrate about their professional trajectory and the constitution of their pedagogical ideology? It was sought to investigate the aspects that interfere in the constitution of the pedagogue-teacher's identity, considering the narratives produced by five teachers. The empirical material consisted of interviews, in the narrative modality, with five pedagogue-teachers. The analysis, from a comprehensive-interpretative perspective, points out signs of the marks of the experiences lived as students in their way of conceiving teaching and student learning; unveils the influence of the affective relationships experienced in the choice of teaching; reveals the challenges of the early days of teaching and the ways of overcoming them, narrated by the teachers; shows how much this contributes to identity constitution. The teachers perceive themselves as being in a continuing process of education, assuming themselves to be unfinished subjects.
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