A identidade docente da educação infantil no meio rural de Imperatriz–MA

Abstract

The present work deals with the teaching identity of the teachers who work in the Child Education classes of municipal schools located in the rural area of the city of Imperatriz – Maranhão. Its main objective is to analyze, from the perspective of the subjects participating in the research, how the formation of the teaching identity of these professionals has been constituted. The methodology used was based on a qualitative approach and the methodological procedures adopted were: bibliographic research, an online electronic questionnaire [Forms Google]) in order to define the profile of the researched subjects, and virtual conversation circles, using the Google Meet Platform. The analysis of the collected information was based on the perspective of Content Analysis, by Bardin (1979; 2009). The theoretical basis that supports this work brings as main sources, about identity – Ciampa (1987), Hall (2006; 2014), Santos (1994), Bauman (2001, 2005) and Dubar (2006); teacher education and teacher identity – Nóvoa (2002; 2007), Freire (1987, 1997; 2015), Gatti (2013-2014; 2019), Tardif (2000; 2010) and Pimenta (1997; 1998; 1999); about Child and Countryside Education – Silva; Pasuch; Silva (2012), Caldart (2002; 2004), Furtado (2004), Almada (2005) and Monteiro (2014; 2020). The results obtained show that the teaching identity of the research subjects is defined as a process that is still under construction and development, since despite recognizing themselves as teachers of early childhood education in rural areas, they still do not understand or distinguish the concepts of Education OF Countryside and Education AT THE Countryside and its practice, although loving, respectful and responsible, in little or nothing differs from the educational practice of urban schools.