Theoretical Textures: The State of Knowledge on the concepts of continuing education, protagonism, and teaching identity from the BUSCAd instrument

Abstract

This study is configured as a state of knowledge about the conceptualizations of continuing education, protagonism, and teaching identity present in the literature to compose the theoretical core of the research conducted in a professional doctoral thesis. To this end, the BUSCAd tool was used for the search process and bibliographic survey on different online platforms. The mapped documents were analyzed considering the study's guiding questions: How does a teacher act as a protagonist of his professional training? Can the teacher's continuing education influence/define the teacher's protagonism and identity process? What are the concepts and conceptions of continuing education, identity, and teaching protagonism? The review expanded the corpus of analysis, also dialoguing with the concepts of collective memory, socio-affective memory, and social insertion of teachers. It was found that the pedagogical and scientific conceptual plurality provided subsidies to the research, allowing cuts in the theoretical-conceptual path for the study to proceed.