Resumen

SILVEIRA, Lisiane Fernandes da  y  HAGEMEYER, Regina Cely de Campos. Innovative teaching: resignifications of the teacher's identity based on listening themselves and the other. Educação. Porto Alegre [online]. 2023, vol.46, n.1, e43996. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2023.1.43996.

The school innovation faced to the contemporary sociocultural changes has been a challenge for schools, especially for teachers who work in daily school life. The research presented in this paper aimed to analyze the conception, the processes and constitution of the identity of innovative teaching of a group of teachers. This group teaches for early years of teaching. The research was based on the theoretical methodological approach of the autobiographical narrative research of formation according to the studies by Abrahão (2003, 2011), Josso (2004, 2010) and Delory Momberger (2006). It was carried out in three stages, through questionnaires, interviews and training meetings. In this paper, constituent elements of the teacher's identity are analyzed according to Huberman (1995), Marcelo Garcia (2009), Pimenta (1999) and others, who, in interaction with the narratives of the teachers in the research, made it possible, through listening themselves and the other, to resignify the constitution of the identity of innovative teaching to research subjects.

Palabras clave : innovative teaching; teacher identity; narrative formation research.

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