Resumo

RODRIGUES, Aline Santos Pereira; SACHINSKI, Gabriele Polato  e  MARTINS, Pura Lúcia Oliver. THE CONSTRUCTION OF TEACHING IDENTITY AND ITS RELATIONSHIP WITH PEDAGOGICAL PRACTICE. Revista Teias [online]. 2022, vol.23, n.71, pp.297-309.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.65480.

Considering the perspectives pointed out by researchers such as Martins (1998) and Tardif (2014), it is possible to verify how necessary and important it is to consider teaching practice as one of the pillars of teacher training and understanding of teaching identity. When we reflect on the subjectivity of educators, recognizing them as subjects of knowledge, it is possible to see how teaching practices are carried out and developed in the school environment, taking as a premise that research on teaching must take into account the voice of teachers on their own practices (research is outlined not on teaching and on teachers, but for teaching and with teachers). In this way, it is possible to rethink the relationship between theory and practice, going beyond the concept of theory as a guide to practice, conceiving theory as an expression of practice. Based on a bibliographical reflection, with a qualitative approach, and under the interpretative gaze of hermeneutics, the present study has as its guiding question the following problem: are the relationships established during pedagogical praxis intrinsically linked to the construction of teaching identity? The central objective is to reflect on the construction of teaching identity and its relationship with pedagogical practice.

Palavras-chave : teaching practice; identity; professional qualification.

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