Memórias de professores: uma análise sobre a construção da identidade docente em Abaetetuba

Abstract

The object of study of this dissertation are the teaching professional identities of professors in the municipality of Abaetetuba Pará. From this perspective, the objective was to analyze the construction of the teaching professional identity, taking as a reference the memories of teachers in their experiences and professional teaching life experiences. In this context, memory narratives are part of this study as a possibility of knowing the professional teaching identities built in the paths of the teachers' professional trajectories. The interlocutors are four professors, two professors and two professors from the municipality of Abaetetuba-Pa. This is a qualitative approach research that has the Oral History method, carried out based on bibliographic research, documentary research, photographic records and semi-structured interviews. The data were grouped according to categories of meanings and the content was analyzed according to the theoretical-methodological framework for the research. As theoretical support, authors Bosi (1994; 2003), Maurice Halbwachs (1990), Le Goff (2013), Nóvoa (2014); Tardif (2014); Dubar (1997, 2005), Hall (2011), Gatti (2009), Ludke and André (2020); and others. The narratives of the reality of the city and the teachers made it possible to deepen some elements that bring us closer to the historical understanding of memory and the construction of identity. In the analysis of the narratives, it was possible to identify several elements that were highlighted as important for the definition of the construction of professional identity and professional performance. Among them, the knowledge acquired in the initial and continuous formation, the social relationships, the experiences in the daily work built during the exercise of the teaching professional life. In this process, it is important to highlight that memory is a valuable instrument that makes it possible to interpret, to know the other and to weave reflections on the transformations in society and histories of the formative trajectories of the construction of teaching professional identities that leads us to express the importance of deepening studies on memory, training and professional identity, as well as reflecting on the different issues that involve teacher training and the reality of the city and education.