A formação docente e a identidade profissional: relações entre o passado e o presente

Abstract

The present article has as its theme the teacher education and the professional language, with the objective of conducting a study about the formation of teachers to understand the historical, politics and social aspects of the profession, and their relation with the concept of professional identification. To achieve it, the methodological approach was a qualitative, bibliographical and documentary research, supported in theoretical references about the subject. Through the reflection of the history of teaching, the studies point the recurrent changes in the sense of teacher identity, a result of the social signification of the profession, considering that the teacher’s identity is a dynamic process of construction and reconstruction throughout the professional experiences, raising from the identifications is made with lifelong action. The results show that it is not possible to categorize the teacher identity, because in Brazilian history, teacher education policies show changes and changes, considering the teacher identity not as a static process, but as a social practice.