Resumo

ROCHA, Idnelma Lima da  e  PRADO, Edna Cristina do. Views on an identity in formation: The teaching work of teachers working in university early childhood education. Acta Educ. [online]. 2021, vol.43, e55859.  Epub 29-Nov-2021. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v43i1.55859.

The study in question takes a look at the teaching work of Basic, Technical and Technological Education (EBTT) teachers working in university early childhood education, seeking to analyze their performance, formation and career and the constitution of their professional identity. It is based on the analysis of the subjectivity of teaching work and the constitution of the identity of the teacher based on the logic of productive restructuring of capital, in a dialectic perspective. The set of reforms implemented in Brazilian education in recent decades, directly impacted the teaching performance at all levels of education, causing significant changes in their daily practices and professionalism. For those who work in early childhood education, the effects are even greater due to its nature and an identity still under construction. The study takes a theoretical-critical line, adopting a qualitative approach, using bibliographic research as a procedure, centered on research and theoretical discussions on formation, professional identity, career and teaching productivity submitted to the logic of capital and on the nature of the Child Education Units (UEI) and their professionals. The results point out the contradictions and dilemmas experienced by EBTT professors inserted in a federal teaching career, submitted to the demands of high productivity in the triad teaching, research and extension for performance and progression, in addition to the need for continuing education to guarantee promotion and recognition career. The definition of the profile of the early childhood educator, in general, and of their formation are still in the process of being constituted, which, together with the precariousness of work, for teachers from the EBTT of the Infant Education Unit (UEI) of the Federal University of Alagoas, to affirmation, appreciation and recognition become challenges expressly posed, in the search to build their careers and professional identity.

Palavras-chave : early childhood education; formation; teaching career; academic productivity; professional identity.

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