A construção da identidade docente de professores iniciantes de Ciências e Biologia de egressos do Curso de Ciências Biológicas da UENP/Jacarezinho

Abstract

The construction of the professional identity is constantly put to the test by different social representations, which, by pressing us, build us in a processual way, parting from the experiences of the worlds lived by teachers. Considering that identity is complex, and that the beginning of a career has singularities, this research had as its investigative questioning: how do new coming Science and Biology teachers, who have egressed from the Biological Sciences graduation course (teaching degree) at Universidade Estadual do Norte do Paraná (UENP- campus of Jacarezinho), construct their identity as teachers? This question was dismembered in the following objectives: in relation to the broader objective, to reveal the process of building teaching identities taken by new coming teachers of Science and Biology, all of whom had previously studied Biological Sciences at UENP. This objective, by turn, reverberated in th e following specific goals: (i) to verify the constitutive movement of being a professor in new coming teachers, highlighting their teacher Identity and (ii) to comprehend the relation between the teaching degree in Biological Sciences and the teacher Identity of new coming teachers. The studies about profession were built upon Gauthier (1998) and Imbernón (2011); about the beginning teacher, upon Marcelo Garcia (1999); about the concept of identity, upon Dubar (2005) and Ciampa (1986);; and about representation, upon Bourdieu (1983, 1994, 2004). The adopted methodology focused on the qualitative approach, founding its methodological and theoretical bases on life histories (MEIHY; HOLANDA, 2017). Data collection was accomplished by narrative interviews (JOVCHELOVICH, 2002) with three (3) teachers who had studied Biological Sciences. The narratives passed through the processes of transcript, textualization and transcreation. To analyze the data obtained, we used the model proposed by Santos (2005), who proposes that a narrative told by teachers we can identify the following elements: theme, episode, reference, motif and plot – all of these referring to narrative organization. The results of this research show us that teaching identity is constituted by significant experiences and by the representation that the profession has to the individual. In a perspective of collective biography, the teachers’ narratives were built upon a scope of references, taking into account the relationships established in these fields, especially by family (social culture of origin) and by schooling experienced from the teachers’ practices. The initial formation contributes, in a sense, to build positive and negative social images about teaching, but the practices of new coming teachers are still much founded on experiences acquired when they were students, and experienced teachers show resistance to accept the new coming teacher. In conclusion, as we have verified, the new coming teacher works in precarious conditions and solitarily in the beginning of his/her career.