O processo de constituição da identidade profissional de docentes da Educação Profissional e Tecnológica: Narrativas de professores e professoras do IFMG campus Betim

Abstract

In this thesis I investigate the constitution process of the professional identity of professors at the Federal Institute of Minas Gerais (IFMG) Betim campus. I seek to understand the ways of being a teacher in Professional and Technological Education (EPT) from the (auto)biographical narrative of teachers of this teaching modality. Based on studies by Nóvoa (1992, 2002, 2009, 2013, 2017), I understand the constitution of teacher identity as a continuous process, in which personal and professional issues are related, as well as the contexts of life of teachers. I use the principles of biographical research with emphasis on life story narratives (CLANDININ; CONNELLY, 2015; JOSSO, 2010) as an epistemicmethodological guideline. 18 permanent professors from the IFMG Campus Betim participate in this investigation. For the production of the narratives, I conducted 11 individual interviews, following the proposal of Jovchelovitch and Bauer (2002). The other seven teachers participated in a Conversation Circle according to Moura and Lima (2014). In this study, narratives are presented as a privileged mode of production of (auto)biographical material, as they involve the subjectivity and particularity of individual stories contextualized in time, space and personal, professional and social dimensions of each participant's life, enabling the construction of knowledge whose centrality is the teacher. In the first steps of the research, I return to my own story, reflect on the trajectory of my life, justifying my interest and motivations for studying teaching at EPT. Then, I describe the landscape of this investigation, I show the context of creation of the Federal Network, the IFMG and the Betim campus. I also present an overview of academic productions on the theme of the professional identity of teachers who work in Federal Institutes. In the way of narratively understanding the stories told, I present the field texts reconstructed in cases and systematized in six sections with reference to the participants' life stages. Then, in the process of reliving and retelling the teachers' stories, I share my interpretation of the narratives, focusing on understanding the elements that emerge from the stories about how teachers were becoming teachers at EPT and developing professionally. The research shows that the identity process is related to aspects of socialization in childhood and youth, training experiences and professional activities, relationships with other teachers and students, structure and organization of the institution, feelings of satisfaction and professional recognition, as well as projections of a better life condition as a federal public servant. Thus, the narratives revealed subjective positions related to the teaching profession, allowing the understanding of the constitution of the professional identity of teachers as a complex process that defines the development of a specific professionality of teaching in EPT.