Resumo

DINIZ-PEREIRA, Júlio Emílio. The social construction of teachers' individualism: How to transcend traditional boundaries of teachers' identity? . Educ. Puc. [online]. 2015, vol.20, n.2, pp.127-142. ISSN 1519-3993.  https://doi.org/10.1590/edpuc20n201506.

The aim of this paper is to contribute to a better understanding of how individualism - one of the strongest characteristics of traditional teachers' identity - has been historically and socially constructed. Furthermore, we also discuss possibilities for developing collaboration and solidarity as new features of teachers' identity. We address the social construction of individualism as one of the strongest characteristics of traditional teachers' identity. We discuss, through a review of educational literature, the following questions: Why is individualism one of the strongest characteristics of traditional teachers' identity? How has this characteristic been historically and socially constructed? Why has it been so difficult to change this component in traditional teachers' identity? Is it possible to develop collaboration and solidarity as new features of teachers' identity? If yes, how is it possible? The "ethos" of the occupation, the structure and culture of schools, teachers' professional preparation, their professional career, and the relationships among teachers and other people at schools are quite important issues that help us understand how individualism has been constructed as one of the strongest characteristics of traditional teachers' identity. After discussing each of these issues separately, we present - in the final section - some ideas of how to transcend traditional boundaries of teachers' identity.

Palavras-chave : Identity formation; Teacher education; Individualism; Teachers' collaborative research; Teaching profession..

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