Tensões e contradições nos processos identitários do Professor da Educação Básica, Técnica e Tecnológica – EBTT do IFRR

Abstract

Tensions and contradictions in identity processes Professor of Basic Education, Technical and Technological is a proposal for discussion and understanding of the identity processes of teachers of the Federal Institute of Education, Science and Technology of Roraima (IFRR), thinking these processes in the midst of (inter) relationship of subjective dynamic, professional and institutional that amalgamated, build the sense of being a teacher of IFRR. We believe that to understand the EBTT teaching identities processes can not lose the horizon of inter-relational intersection of subjective dynamics, as biographic processes, values, emotions, political and ideological citizenship, training and life trajectories, among others ; professional dynamics, the relationship with the choice or not of teaching as a profession, socialization with their peers, with the other teachers and the pedagogical lines of the institution; and institutional dynamics, forged by guiding documents establishing / constitute the routine of teaching IFRR. So to try to answer these questions, we will build on this work to design identity processes from the theoretical contribution of authors such as: Dubar (2005, 2009, 2010), Hall (2000, 2011), Bajoit (2006), Bauman (2001, 2005), Follman (2001, 2012). To work the notion of teaching as action oriented to the Other and the Other use authors as Arroyo (2001), Tardiff and Lessard (2009, 2011), Imbernon (1999, 2010) and Nóvoa (1992). Have to outline the idea of subjectivity as a building space of identity processes of EBTT teachers will support us, especially in Bajoit (2006). We plan, from this work and the analysis of the identity processes of teachers, set up a research which may contribute to the understanding of identity dynamics in the institutional and professional framework, expanding the necessary discussion on the subject of teachers' identities. We intend also bring the possibility of a theoretical intersection to the notion of identity processes necessary to the understanding of the teaching profession. We see, still within our expectations, contribute to discussions on teacher training, especially for the Federal Professional Education Network, Technical and Technological. Therefore, we constructed a discursive analysis of corpus from the date collection using participant observation, document analysis and comprehensive interview in order to build three analytical categories: duckbill institution uncertain teaching and buoyant future that together helped elucidate the central question of the study.