Resumo

DOTTA, Leanete Thomas; LOPES, Amélia  e  GIOVANNI, Luciana Maria. Educação superior e formação de professores: o papel da investigação na constituição identitária profissional docente. Perspectiva [online]. 2011, vol.29, n.02, pp.561-594. ISSN 0102-5473.

This article discusses some main issues related to the role of the research in the constitution of undergraduation teacher educators’ identities, in the context of the Brazilian higher education. To discuss such issues some data that emerged from a study on teacher educators’ Professional identities, aiming to identify and to analyze the professional identities of teacher educators in undergraduate courses, are presented and discussed. Discussion is focused on the double face of the teacher educators’ professional identities - the biographical one (to themselves) and the structural one (to the others). The participant teachers are characterized according to gender, number of children, civil and socioeconomic status, and qualification for teaching. The data were collected by a semistructured interview and the content analysis was supported by the software NVivo 8. The data analysis indicates that the majority of the participant teachers did not have any contact with research tasks and knowledge during their undergraduation courses. However they have had strong contacts with research tasks and knowledge during graduation (Master and Doctoral Programs). Anyway, data analysis allows concluding that research is neither a concern neither an important task for teacher educators in their training work. In spite of the graduation proposals regarding teacher educator identities concerned with the research, is not visible a real rupture with ancient identities prevailing in teacher education and work context. In general, teacher educators do not recognize the research as an important part of their teaching work.

Palavras-chave : Professional Identities; Research; Higher Education; Teacher Educator.

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