Construção da identidade docente: um estudo a partir de cartas pedagógicas de professoras dos anos iniciais do Ensino Fundamental de Erechim/RS

Abstract

This study is part of the Professional Master’s Program in Education at the Graduate Program in Education of the Federal University of Fronteira Sul (UFFS), Erechim Campus. The central theme of the research consists in the challenges faced by early elementary teachers in both public and private schools of Erechim, Rio Grande do Sul, Brazil. The study emerged from the following research question: How do elementary school teachers in the public and private networks of Erechim/RS perceive and evaluate the main challenges that influence their pedagogical practice in the early years of Elementary Education? This research problem arises from the researcher's professional experience and from concerns observed in the daily school environment, characterized by institutional demands, work overload, the devaluation of the teaching profession and the weakening of the pedagogical nature of teaching. From this perspective, the study aims to identify how elementary teachers in public and private schools of Erechim/RS perceive and evaluate the main challenges that influence their pedagogical practice in the early years of Elementary Education. The study is grounded on the understanding of teaching as a historically constructed practice that embraces ethical, political, and affective dimensions. Methodologically, the research applies a qualitative approach, based on both bibliographic and empirical research. In this way, pedagogical letters are used as a data collection instrument, which were written by teachers invited to tell aspects of their professional journeys, challenges faced and perceptions about the teaching profession. The script for producing the letters was developed by the researcher considering the objectives of the study. The data were analyzed through two thematic categories extracted from the teachers' narratives using the Content Analysis approach. The first category of analysis, “Self narratives: educational trajectories and teacher identity,” revealed that the development of the teachers’ professional identity is related to the experiences they have lived and the educational processes developed throughout their professional trajectories, encompassing initial teacher education, continuing professional development and the knowledge produced in everyday school life. The second category analyzed, “Teaching practice in the early years: teaching, challenges and school life,” revealed that the challenges of the teaching profession extend beyond teaching and learning processes, involving pedagogical, institutional, social and affective demands that go through the teachers’ daily lives. The educational product resulting from this research is a guide for the use of Pedagogical Letters in continuing professional development programs within school contexts. The material aims to promote recognition of teachers’ histories and voices, strengthening reflective and collaborative practice and contributing to the appreciation of the

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teaching profession in the early years of Elementary Education. The findings indicate that the challenges of the teaching profession extend beyond teaching and learning processes, relating pedagogical, institutional, social, and affective demands that shape teachers’ daily work. The narratives also reveal that Pedagogical Letters are an important research and professional development tool, fostering reflection on teaching practice, valuing teachers’ experiences and strengthening professional identity.