PROFESSIONALIZATION AND TEACHER IDENTITY: THEORETICAL BASES FOR THE TRAINING OF GEOGRAPHY TEACHERS

Abstract

This article discusses the theoretical foundations of teacher professionalization and the formation of geography teacher identity, based on a critical analysis of the literature and the findings of a doctoral dissertation. Authors such as Shulman, Pimenta, Tardif, and Nóvoa are involved in reflecting on teaching knowledge and its implications for initial teacher training. The text proposes three core categories—teacher training, training in geographic knowledge, and critical-reflective training—as fundamental axes for understanding the different ways of being a teacher expressed in the Pedagogical Projects for Geography Courses (PPCs) in Southern Brazil. This article is an extension of the doctoral dissertation defended in the Graduate Program in Education at the State University of Santa Catarina (UDESC) and seeks to contribute to the debate on the valorization of teaching and the qualification of initial teacher training.