PROFESSORAS QUE ATUAM NA EDUCAÇÃO INFANTIL DAS ESCOLAS COMUNITÁRIAS: A trajetória pessoal e a construção da identidade profissional

Abstract

The research entitled: Teachers who work in early childhood education in community schools: the personal trajectory and the constitution of professional identity, aims to analyze the relationship between personal trajectory and the process of initial training of teachers in community schools and to what extent this relationship contributed to the construction of professional identity. The research took place at the Pingo de Gente Nursery School, located in Maiobão/Paço do Lumia-MA, involving ten teachers from that school. This qualitative research developed in an articulated way the bibliographic, documentary and field research through the life history method and a questionnaire to outline the teachers' profile. To analyze the testimonies, we took as a reference the content analysis proposed by Bardin (2011-2016). The literature review was carried out in Cardoso (2014), Félix (2015), Marquezan (2015), T.C (2015), Bolzan (2016), Demori (2016), Pereira (2017), Stool (2017) and Melo (2018). To understand the concepts related to personal, social and professional identity, we sought foundations in Ciampa (1987-1989), Bauman (2005), Dubar (2006), Hall (2000-2006), Silva (2000) among others. To understand childhood from different spaces and historical moments, we looked for Aries (1987-2006), Lajolo (2011), Kohan (2015), Kramer (2007). The results of the analysis revealed that the process of formation of both personal and professional identity is constant and incomplete, being influenced by social, political, economic and family factors. The teachers' life history has a strong relationship with professional training, there is an intertwining of personal experiences with work situations.