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Formation Memorials: reflecting about the construction and (re) signification of professional teaching identity in the childhood education

Grant number: 16/17830-4
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): December 01, 2016
Effective date (End): November 30, 2017
Field of knowledge:Humanities - Education
Principal researcher:Ana Paula Gestoso de Souza
Grantee:Jéssica Francine Ferreira da Silva
Home Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil

Abstract

This research is part of the discussions promoted by the Group of Studies and Research on Formative Process and Knowledge of Teaching/UFSCar and it is also an extension project carried out since 2012 in a CEMEI (Child Day Care Unit) of São Carlos, Brazil. The goals of this research are to identify, in the formation memorials of the teachers that are participants in the extension project, establishment of evidence of professional identity of teachers who work in the childhood education, and find elements that strongly influenced this formation process. With the theoretical support of authors as Antonio da Costa Ciampa, Bernardete Angelina Gatti, Claude Dubar, Maria Isabel da Cunha and Marie-Christine Josso, this qualitative research, will be done through formation memorials, as mentioned, with five of the project participant teachers. In this scenario, the focus of this study is to investigate the construction of the evidence of the identity of professionals who work in the childhood education during their formation course. We infer that the examination of that evidence, revealed through the formation memorials, can help in deepening understanding of the building to be a teacher in the childhood education and thus identifying stories, moments and knowledge that strongly influence this process. In addition to providing, to the professionals of the project extent, reflections on how they formed and continue to form as teachers of childhood education, so that they are aware of the elements that make up their identities and that this process can (re) define their identities and also their practices. (AU)

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