Resumo

COUTINHO, Hebert Rogério do Nascimento; CARVALHO, Antonia Dalva França  e  ALCOFORADO, Joaquim Luis Medeiros. Distance education and professional teacher identity: trends and possibilities. Rev. Diálogo Educ. [online]. 2024, vol.24, n.82, pp.1152-1171.  Epub 21-Out-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.082.ao08.

In Brazil, Distance Education, over time, went through the era of the Post Office, passing through the radio and television, living, today, the time of the internet and provoking, with this, transformations in the social, cultural and educational field that affect professional identity directly in all areas. In this context, the present study infers about the relationship between Distance Education (EaD) and the Teaching Professional Identity, listing the following question as a research problem: what are the educational and pedagogical implications focused on the teaching professional identity, arising from the pedagogical increments and teachers of Distance Education? The objective is, therefore, to analyze the relationship between the emergence and consolidation of DE in Brazil, its pedagogical advances and the influence of virtuality in teacher training. The research is configured as being exploratory, with a qualitative approach. The results reveal that EaD is configured as a teaching modality that demands educational, pedagogical and teaching practices aligned with the needs arising from virtuality. They also show that it offers new opportunities for professional development, by encouraging the exploration of new technological and pedagogical approaches, impacting on the re-elaboration of the teaching identity.

Palavras-chave : Teaching Professional Identity; Virtuality; Distance Education..

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