Título: A construção da identidade profissional de professores formadores iniciantes nos cursos de licenciatura em Letras e Pedagogia de duas Universidades públicas do Paraná

Abstract

The present doctoral research of the Graduate Program in Education at the State University of Ponta Grossa is linked to the Teaching-Learning Research Line and the Research Group on Teaching Work – GEPTRADO. The Thesis has as object of study the construction of the teaching professional identity and is guided by the following guiding question: How do the beginning teacher trainers of the degrees build their professional teaching identity? From the guiding question, we chose as a general objective: To analyze how the professional identity of beginning teacher trainers in the training processes in the degrees is constituted, which unfolds in the specific objectives: Unveiling the constitutive elements that are common in the construction of the professional identity of beginning teacher trainers in degrees; Identify the relationship between the training process in the degree and the construction of the professional identity of beginning teacher trainers. We defend the thesis that the beginning teacher trainer builds his professional identity through his personal and professional trajectory, and that, despite the particularities of each teacher, there are elements that can be common in the constitution of the professional identity of the beginning teacher trainers of the degrees . The research, of a qualitative nature, starts from the sociological perspective of identity (DUBAR, 2005), anchored in the praxiology of Pierre Bourdieu (2004, 2009) and in the experience category of Edward Palmer Thompson (1981). Regarding the concept of a beginning teacher, we rely on Huberman (2013) and Marcelo Garcia (1999). The data were produced through the application of questionnaires, training memorial and narrative interviews with beginning teachers who work in Pedagogy and Literature courses at two state public universities in Paraná. The data were treated using Discursive Textual Analysis (MORAES; GALIAZZI, 2007). Analysis categories were raised that deal with: The choice for teaching; Becoming a teacher trainer; Teaching and the formative process in the degree and the professional insertion in the university field. The research findings reveal elements that were identified as common in the construction of the teaching professional identity, such as the responsibility related to being a teacher trainer; Teaching as a complex activity; The influence of students as the regulating thermometer of pedagogical practices; That beginning teachers seek support in initial training, co-workers and practical knowledge to support their teaching practices; And that the precariousness of employment contracts and the devaluation of teachers affect the construction of teachers' professional identity. We also identified elements related to the specificities of the courses and departments that promote unique experiences that influence the construction of the teaching professional identity.