A identidade docente sob a ótica das políticas educacionais

Vitória de Valöis Veloso Beneli; Vânia de Fátima Matias; Lorena Mota Catabriga

doi:10.1590/SciELOPreprints.11990

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Vitória de Valöis Veloso Beneli State University of Maringá
Vânia de Fátima Matias State University of Maringá https://orcid.org/0000-0003-4631-1245
Lorena Mota Catabriga State University of Maringá https://orcid.org/0000-0001-9533-9303

DOI:

https://doi.org/10.1590/SciELOPreprints.11990

Keywords:

Teacher Identity, Teacher Education, Educational Policies, Educational Legislation

Abstract

The study analyzes the legal perspective on teaching identity, conceived as a continuous, dialogical, and socially constructed process. Based on Dubar (2005), Pimenta (2009), and Nóvoa (1992), its approach is qualitative and documentary, grounded in CNE/CP Resolutions No. 02/2015, No. 02/2019, and No. 04/2024. The results indicate that these regulations influence teacher education processes but do not clearly define the concept of professional identity. It is concluded that teaching identity depends on the socio-political context, and the importance of teacher autonomy and appreciation is reinforced.

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Author Biographies

Vânia de Fátima Matias, State University of Maringá

Graduate in Pedagogy from the State College of Education, Sciences and Letters of Paranavaí (2000). Graduate in Physical Education from the State University of Londrina (2000). Master in Physical Education from the Joint Graduate Program in Physical Education of the State University of Maringá and the State University of Londrina (2009). Ph.D. in Education from the Graduate Program in Education at the State University of Maringá (2014). Postdoctoral studies in Education at the Federal University of Mato Grosso. Associate Professor in the Department of Physical Education at the State University of Maringá. Advisor for Master's and Doctoral students in the Graduate Program in Education at the State University of Maringá. Coordinator of the Physical Education program (Term 2024–2026). Head of the Internship Division at the State University of Maringá (ETG/DEG/PEN) from 2020 to April 2021. Advisor to the Directorate of Education at the State University of Maringá from 2021 to 2022. Supervisor of the Pedagogical Residency Program – Physical Education Subproject at the State University of Maringá (2018–2022). Institutional Coordinator of the Pedagogical Residency Program (2022–2024). Leader of the Study and Research Group on Education, Physical Education, and Educational Policies (GEEFE/CNPq).
She has experience in the field of Education, with an emphasis on Teacher Education, working mainly on the following topics: initial teacher training, internships, professional identity, teaching work, professional development, and public policies.

Lorena Mota Catabriga, State University of Maringá

PhD student in Education in the Postgraduate Program in Education (PPE/UEM) at the State University of Maringá; Graduate in Fashion Design at Centro Universitário de Maringá - UniCesumar; Master in Education from the Postgraduate Program in Education (PPE/UEM) at the State University of Maringá, with a scholarship from the Foundation Coordination for the Improvement of Higher Education Personnel (CAPES) in the period 2022-2024. Participant of the Study and Research Group in Education, Physical Education and Educational Policies (GEEFE/UEM) and the Research Laboratory in Professional Identity, Public Policies and Practice in Health (LIPPS/UEM) During her academic career she was involved with: Institutional Scientific Initiation Scholarship Program (PIBIC); Institutional Teaching Initiation Scholarship Program (PIBID); Pedagogical Residency Group (RP) and Scientific Initiation Project (PIC). Its area of studies and research encompasses: Education; Teaching and Professional Identity; Educational Policies; Initial Training. With specific topics: Curriculum; Extension Curriculum; Physical education; Dance and Fashion Design.