Identidades em construção: narrativas docentes no contexto da EJA-EPT

Abstract

This research analyzes the processes of construction and resignification of teacher identity in Youth and Adult Education integrated with Professional and Technological Education (EJA-EPT), based on the narratives of teachers from the Technical Course in Building Construction at the Federal Institute of Education, Science and Technology of Rio Grande do Sul – Campus Pelotas. The study is grounded in the understanding that teacher identity is dynamic, situated, and relational, shaped by experiential knowledge, formative trajectories, institutional conditions, and the tensions between technical and pedagogical dimensions. Adopting a qualitative narrative-based approach, supported by authors such as Clandinin and Connelly (2015), Riessman (2008), and Josso (2004), the research involved interviews with six teachers holding bachelor's degrees, whose accounts were analyzed through Thematic Analysis, following the methodology of Braun and Clarke (2006). The findings revealed three main axes: (1) teaching trajectory and recognition, (2) formative processes and professionalization, and (3) teaching practice and challenges within the EJA-EPT context. The results also highlighted the importance of listening, the affective bond with working students, and the appreciation of life experiences as fundamental dimensions of pedagogical practice. The study concludes that teacher identity in EJA-EPT is continuously shaped by institutional demands, work intensification, and the lack of specific public policies, yet it is also marked by engagement, affectivity, and the reinvention of teaching practice. This research contributes by bringing visibility to these teaching trajectories and underscores the need for targeted training and policies to value teaching in the EJA-EPT context.