Identidade docente: atravessamentos e desafios num estudo sobre o currículo de literatura

Abstract

The nature of this work arises from the concerns experienced in the classroom during the Supervised Internship I, which provided the initiative to discuss Teacher Identity, its challenges through a curriculum that precludes the teaching of literature before and after BNCC. And the objective of the aforementioned dissertation is to highlight the identity process of the literature teacher regarding the contents and their teaching strategies, since they consider and at the same time are unaware that literature extends to other knowledge that is not just the classifications of literary movements and authors. In this sense, the methodological path was based on qualitative research, through document analysis and the application of a questionnaire that was sent to the informants, using interviews to collect data. In terms of conclusion, the teaching identity causes concern among teachers, whether due to lack of information or administrative issues at the State Department of Education, given that they are not aware of what this identity actually is, making it unacceptable for them to work from an unknown topic. And with regard to the Curriculum, it ends up being followed according to the conventions of the educational institution, which ends up leaving the knowledge and nuances of literature at the mercy.