O papel da Didática na construção da identidade na formação docente

Abstract

This study appears in the field of Didactics, in the area of teacher training and is crucial, as it brings together multiple themes related to pedagogical practice and professional identity. In this sense, we are interested in investigating and developing reflections and approaches on the constitution of professional identity under the perspective of Didactics, whose objective is to understand the role of didactics anchored in a critical and reflective teaching perspective, in which it can play a key role in the aspect constitutive of the formation of the teaching identity. This study conjectures didactics, as a discipline in the training course, and influences the thinking in the process of construction and resignification of the teacher's identity; both in the elaboration and application of methodologies in their didactic-pedagogical work. The research, of a qualitative nature, was carried out through a bibliographic study, built on the basis of authors who discuss the methodology of scientific research, such as Esteban (2010), Prodanov and Freitas (2013) and Minayo (2001); on Didactics, such as Veiga (1989a and b), Freitas (1995), André and Oliveira (1997), Libâneo (1990 and 1997), Pimenta (1997a), Pimenta et al (2013) and Candau (2013); also, about the teaching identity, such as: Pimenta (1997b; 1999 and 2013), Nóvoa (1995 and 2009), Schön (1997) and Freire (2005) and also about professionalization: Novoa (1991), Veiga and Cunha (1999), Lüdke (2001) and Sacristán (2002). We realize that the professionalization of teachers in contemporary times faces challenges and weaknesses in public policies, in teacher training in which their practice has been impacted by the dismantling of public education policies, interfering in the professional performance of the category. The interlocution between initial and continuing education (in formal spaces or in daily practice) is essential to understand teaching in vocational training. We saw that the teaching identity is built with the relationship that is established between theory and practice, that experience is essential for this path, and that didactic knowledge is fundamental for this process. We conclude that the initial training course carries a great weight in the training path of the teaching professional; that both training and professionalization are processes that support their professional identity. Because its identity character starts in the formation and materializes in the daily performance in the classroom. It should be said that the teaching profession is permeated with difficulties of a social, educational and political nature, interfering with their teaching in the classroom, impacting the assumption of a critical and reflective character present in the concept of didactics we bring, which the student, the teacher and knowledge are related in a horizontal way.