PRODUCTION OF KNOWLEDGE: teacher training and construction of professional identity

Abstract

The object of this research is teacher training, delimited by the analysis of the importance of the teacher's professional identity. The research is justified, since the understanding of training and the construction of identity shape the vision and role of the teacher in their professional praxis in the initial and continuing training of teachers. The guiding problem of the research is “How do teacher training processes influence the construction of the professional identity of educators in the current context, considering the contemporary challenges of education and pedagogical praxis?”. The objective is to analyze the importance and influences of teacher training and the construction of professional identity in the current context. The methodological procedure adopted is qualitative, analytical and theoretical research, being bibliographic based on the authors, Curado Silva (2017); Pimenta (1999); Pimenta e Lima (2006); Nóvoa (1992); Freire (1996); Tardif (2002, 2014) and others. It is also documentary with analysis of the National Education Guidelines and Bases Law (LDB) and the Resolution of the National Education Council (CNE). The research results demonstrate that teacher training and professional identity are built throughout initial and continuing training, allowing teachers to critically reflect on action in action.