Identidade docente : processo de construção no espaço social de uma escola pública

Abstract

The dissertation deals with the process of teacher identification construction, privileging the teaching work at school. It seeks to comprehend the teacher identity through geographic education in interface with studies on teacher training, dealing it as an ongoing process, which is constituted from the experiences, values, meanings, daily experiences of each subject, especially in its site of action. The research is carried out in a public school of Elementary Education located in the urban area of the municipality of Capão do Leão, in the south of the Rio Grande do Sul state. Using as a reference the autobiographical method, it uses narrative interviews for data collect and principles of content analysis for its treatment. The interviews consist in five narratives contemplate professional and personal trajetories wich embrace elements that indicate the influence of social space of school in teaching work and in the process of professional identities formation. In the process, social space, site and microterritoriality were the concepts that supported the analysis. Thereby, the interviewed group emphasize the learning with the other, the daily practice, the reduced size of the school and the proximity in social relations developed with the scholar community as main contributions in the process of constitution of their teaching identities.