Identidade Docente: Considerações Conceituais e Revisão da Literatura
DOI:
https://doi.org/10.15665/encuen.v21i01-Enero-junio.2963Palavras-chave:
Identidad Profesional Docente, Formación de docentes, Política EducacionalResumo
Este artigo de revisão tenta estruturar o estado da arte em torno da identidade docente como um campo de pesquisa crescente. Metodologicamente, a revisão narrativa da literatura é apropriada, situando teoricamente a categoria a partir de quatro linhas: conceituação, estrutura, configuração na formação docente e outras implicações. Foram rastreadas 165 publicações internacionais, das quais 47 foram selecionadas por sua relevância e impacto neste campo. Como resultados, nota-se a polissemia do conceito, bem como sua complexidade em termos de fatores endógenos e exógenos envolvidos no processo, além disso, são destacadas trocas entre identidade profissional e identidade pessoal. Conclui-se a necessidade de examinar a identidade docente a partir das condições contextuais de cada Nação, pois nelas se estabelece um status quo da profissão que é definitivo, se reconhece o papel da formação docente nessa constituição identitária e se acentua sua condição mutável. e contingente.
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