Resumo

FREITAS, Nadia Magalhaes da Silva  e  ABREU, Josyane Barros. Contributions of doctoral training for the construction of teaching identity. Ensino em Re-Vista [online]. 2020, vol.27, n.1, pp.158-177.  Epub 27-Mar-2020. ISSN 1983-1730.  https://doi.org/10.14393/er-v27n1a2020-7.

We aim to apprehend the contributions of the doctoral training for the construction of the teaching identity. In the research, of a qualitative nature, we conducted a structured interview, a projective modality, with teachers, graduates of a doctorate program, making two questions, namely: how do you identify the teacher who is/has been? What contributions did the doctoral experience provide for this identification? The data were analyzed by Discursive Textual Analysis. Teachers expressed difficulties in self-identification, configuring a movement that we call problematization of self. Among the contributions of the doctorate, for the framing of professional teacher identity, we emphasize the following: recognize insufficient, constitution of a teacher that reflects in/ and on the teaching practice, posture of a research teacher etc. We understand that the doctoral experience represents a fertile field for the professional development of teachers, as it leads to a creative destruction of their identity, being able to overcome old ways of teaching and then replace them with more innovative ones.

Palavras-chave : Doctoral Training; Teaching Identity; Problematization of self.

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