In this study, identity is conceptualised as a joint accomplishment between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts (Gee, 2000; Holland et al., 1998; and Wenger, 1998). From this stance, this research is within a situative approach which aims to understand motives and engagement of people as they participate in formal and informal learning contexts. This is accumulated from experiences (Dewey, 1934) which are processed and retained. From this state of being, the individual's identity is in the process of becoming; affected by personal circumstances and experiences gathered throughout the life course. In response to this, this research views identity not as a thing but as a process of being and becoming. (Beijaard, 2003). Through the process of living, individuals come into constant interaction with different contexts and cultures which inform their personalised identities. Individuals live in the world and, in so doing, create a 'meshwork' (Ingold, 2011) in which individuals do not exist in one location but move along paths acknowledging the role of other people and places in the formation of identity. Transitions throughout the individually lived life course (Elder, 1994) and the emotional experiences (Dutton and Heaphy, 2003) of these transitions aid in the identity formation of the artist teacher. The artist teacher is in a constant state of 'negotiating' between the identities of the artist and the artist teacher. The theoretical framework guiding this study merges Urie Bronfenbrenner's theory of ecological systems (1979)- the micro-, meso-, and macro- levels of human development with Barbara Rogoff's three planes of analysis (1995) - the personal, interpersonal and community levels of development. Data were built with the participation of six artist teachers living and working in North East Scotland, Aberdeen. Findings revealed fascinating ways in which the six artist teachers negotiated their artist and artist teacher identities in/through: art practice and pedagogy, collaborations with others in processes of dialogue and joint activity, and both solo and collaborative participation across persons in-contexts (Nolen et al., 2015).This study contributes to knowledge in exploring both psychological and sociological emotional experiences of the artist teacher to provide a more comprehensive and thorough examination of identity formation from a situative perspective.

This thesis examines what it is that enables postgraduate student teachers to promote the recently introduced curriculum innovation, dialogic talk, in primary classrooms. Drawing on literature relating to the way talk has been enacted in English classrooms for the last thirty five years, it suggests that patterns of verbal interaction have continued to prove resistant to change, despite policy imperatives and university courses. Adopting a collaborative action research approach, data were collected in three cycles over three years to investigate the perceptions of three successive cohorts of postgraduate students of the role of talk in learning, and the place of the teacher in developing it. Using a sociocultural lens, students’ conceptual and pedagogic understanding of dialogic talk, and their ability to promote it, is examined in depth through nine case studies, as are the factors which the participants themselves identify as enabling or inhibiting engagement with innovation. It is suggested that the lack of a commonly agreed definition, and of readily available theoretical guidance, has reduced dialogic talk to just another label. As such, it can play no significant part in developing practice beyond rapid question-and-answer routines of ‘interactive teaching’ and the potentially reductive IRF (Initiation, Response, Feedback) script recorded by researchers (Mroz et al, 2000; Myhill, 2006) before, and after the inception of the National Literacy Strategy (1998a). Turning to the role of the university, it questions the place of the ‘demonstration lesson’ and whole cohort lectures, urging that significant changes need to be made to the role of the teaching practice tutor, and the nature of ‘partnership’ between schools and university departments. Finally, it speculates that without a significant change in the way university departments examine, and address, the values, attitudes and memories of talk that student teachers bring with them from their own primary classrooms, there will continue to be replication of practice.

[pt] O presente trabalho, de cunho sociológico, efetua um mapeamento do perfil dos professores de escolas consideradas de excelência no município do Rio de Janeiro. Parte da hipótese de que, para além da situação sócio-econômica da clientela e das condições institucionais, o corpo docente é um dos principais aspectos que contribui para a qualidade do ensino escolar e para a construção da imagem de prestígio das instituições investigadas. Esta pesquisa é um recorte de outra mais ampla, intitulada Processos de Produção de Qualidade de Ensino: Escola, família e cultura que o SOCED/PUC-Rio - Grupo de Pesquisa em Sociologia da Educação - vem desenvolvendo há alguns anos. Utilizou o material empírico derivado do survey composto por três questionários (professores, alunos, pais) e aplicados em nove escolas anualmente apontadas pela imprensa como as melhores do Rio de Janeiro. Visando a articulação das dimensões macro e micro e a ampliação do corpus da pesquisa, utilizou, num segundo momento, dados qualitativos do trabalho de campo realizado em três das nove escolas da amostra. A partir da análise de dados como o nível socioeconômico, condições de trabalho, trajetórias escolares e profissionais e práticas pedagógicas, foi possível traçar as características do corpo docente que atende a clientela dessas escolas e levantar algumas hipóteses sobre o efeito-professor na produção de trajetórias escolares de sucesso. / [en] This paper, trough a sociological perspective, builds a map of teachers profiles of schools perceived as excellence institutions in the city of Rio de Janeiro. Our hypothesis is that, in the institutions investigated, beyond socialeconomic situation of customers and institutional conditions, teachers qualities are one of the main contributors to the quality of school education and the construction of the prestigious image detained by then. This research is a cutting from a broader research called: Procedures for Producing Quality in Education: School, family and culture developed by SOCED / PUC-Rio - Group Research in Sociology of Education - some years ago. It uses material derived from an empirical survey, composed of three questionnaires (teachers, students, parents) and applied annually in nine schools identified by the press as the best educational institutions in the city of Rio de Janeiro. To articulate macro and micro dimensions and also to expand the corpus of research, this investigation uses, in a second time, qualitative data acquired in fieldwork activities centralized in three of the nine schools of the sample. From the analysis of data such as socialeconomic level, working conditions, school and professional trajectories and teaching practices were possible to trace some characteristics of the teachers that serves the customers of these schools and raise some assumptions about the teachers effect in the production of well succeed school trajectories.

Teachers bring parts of themselves, among them, gender, age, and race into the classroom. In addition to the routine stress of teaching, lesbian, gay, bisexual and transgender (LGBT) people have the added stress of managing the expression of their sexual orientation in the classroom. This study explores the ways in which my own identity as a lesbian influenced my beliefs about teaching, my “pre-active” curricular-instructional decision-making, and my “interactive” curricular-instructional decision-making (Jackson, 1966). A self-study methodology is used to explore these relationships. Data sources include journaling, lesson plan artifacts, student work samples, photographs of my classroom, an observation and critical conversation from a critical friend. An autobiographical sketch and statement of beliefs about teaching and learning also informs the study. Janna Jackson’s (2007) stages of coming out, along with Elliot Eisner’s (1985) explicit, implicit, and null curriculum provide the analytical frame. The results show that as I went through Janna Jackson’s (2007) phases of coming out, my beliefs about teaching and learning through the tools, resources, and classroom environment change to reflect that stage. For instance, once I was out in my classroom, there was more LGBT décor in my class. The findings also indicate my lesbian identity affects the explicit and null more than the implicit curricular-instructional decision-making during the “pre-active” stage of teaching. My lesbian identity affected the implicit and null curriculum more than the explicit curricular-instructional decision-making during the “interactive” stage of teaching. Overall, these findings suggest my lesbian identity and teacher identity are deeply entangled.

This research investigated how experiences were constructed during curricular training in Pedagogy Initial Series and Qualification in Pedagogical Disciplines of High School Level. According to Antunes (2001), this period stands for one of the most challenging in teaching trajectory and is marked by anguish and concerns. The research aimed at investigating the meanings constructed about the perspectives of the course, the experiences lives in training and the relationship established between the formation acquired during the course and the aspects that act upon the practice, in order to identify the influences those experiences exert on the construction of professional identity (PIMENTA, 2004) and formative processes (ANTUNES, 2001). The methodology employed is characterized by a qualitative approach, by Bodgan; Biklen (1994), based on semi-structured interviews and autobiographical reports with the collaboration of three training students from Pedagogy course Initial Series. The results accomplished are related to the dimension of the instituted imaginary, represented by bad school memories and frustrations lived in school. The imaginary takes the instituintive dimension when the collaborators manage to reflect about these negative images, based on the presence of teachers who manifested interest and offered support during their educative trajectories. In relation to the construction of the professional identity, the collaborators entered the Pedagogy course without having any identification with it, what constitutes the dimension of the instituted imaginary. However, their involvement in research projects and the experiences lived during curricular training time helped the collaborators to feel more identified and satisfied with the course. In relation to the formative processes, the data gathered with the collaborators demonstrate that the instituted dimension is represented by the myth of the pratic. Even recognizing that the formative processes are the key to the construction of a qualified professional and that the experiences established during graduation were positive and meaningful, they still value with more emphasis the experiences constructed via participation in projects developed in the educative community and in the contact with reality during training time inside Pedagogy course. The instituintive imaginary, related to formative processes, is represented in the personal search and effort and in the wish to go beyond what is offered in the university, thus understanding formation as a initial sage to the construction of professional identity, reflected in the way of practicing the profession / Essa pesquisa investigou como foram construídas as experiências vivenciadas no estágio curricular do curso de Pedagogia - Séries Iniciais e Habilitação em matérias pedagógicas do 2º Grau. Segundo Antunes (2001), essa fase compõe uma das mais desafiantes da trajetória docente e é marcada por angústias e inquietações. A pesquisa teve como objetivos principais investigar as significações construídas acerca das perspectivas do curso, das experiências vivenciadas no estágio e da relação estabelecida entre a formação adquirida durante o curso e os aspectos que permeiam as práticas, procurando identificar as influências que essas experiências exercem sobre a construção da identidade profissional (PIMENTA, 2004) e os processos formativos (ANTUNES, 2001). A metodologia utilizada caracterizou-se por uma abordagem qualitativa pautada nas reflexões propostas por Bogdan; Biklen (1994), baseada em entrevistas semi-estruturadas e relatos autobiográficos com a colaboração de três estagiárias do curso de Pedagogia Séries Iniciais. Os resultados alcançados dizem respeito à dimensão do imaginário instituído, representado pelas más lembranças escolares, marcadas frustrações vivenciadas na escola. O imaginário assume a dimensão instituinte quando as colaboradoras conseguem refletir sobre essas imagens negativas através da presença de professores que manifestaram interesse e ofereceram apoio durante suas trajetórias educativas. Em relação à construção da identidade profissional, as colaboradoras ingressaram no curso de Pedagogia sem estarem identificadas com o mesmo, aspecto que constitui a dimensão do imaginário instituído. Contudo, o envolvimento em projetos de pesquisa e as experiências vivenciadas no período de estágio curricular contribuíram para que as colaboradoras se sentissem mais identificadas e realizadas com o curso. No que se refere aos processos formativos, as informações coletadas com as colaboradoras demonstram que a dimensão instituída é representada pelo mito da prática. Mesmo considerando que os processos formativos são a chave da construção de um profissional de qualidade e que as experiências estabelecidas no período de graduação foram positivas e significativas, ainda valorizam com maior ênfase as experiências construídas com a participação em projetos desenvolvidos na comunidade educativa e no contato com a realidade durante o estágio do curso de Pedagogia. O imaginário instituinte, que se refere aos processos formativos, está representado no empenho, na busca pessoal e no desejo de ir além do que é oferecido na universidade, percebendo a formação como uma porta inicial para a construção da identidade profissional, refletida na maneira de praticar a profissão

Made available in DSpace on 2014-06-11T19:28:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-04-19Bitstream added on 2014-06-13T20:17:40Z : No. of bitstreams: 1 benites_lc_me_rcla.pdf: 1110841 bytes, checksum: 512e49300cd57da4cc4f1cffd1187500 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria de Estado de Educação / Esta pesquisa se insere nos estudos que abordam o tema formação de professores, saberes docentes, prática pedagógica e identidade do professor. Entre os objetivos relacionados buscou-se averiguar os saberes docentes e a prática pedagógica na proposta do curso de Licenciatura em Educação Física da Unesp/ Rio Claro; apontar os elementos constitutivos da identidade do professor; e identificar no exercício da profissionalidade docente habitus dos professores universitários. Trata-se, portanto, de uma pesquisa qualitativa, estudo de caso, que utilizou como técnica para a coleta de dados: fonte documental, entrevista e observação. Os dados foram apresentados contemplando à análise do conteúdo nas seguintes categorias; (a) Os saberes docentes e as práticas pedagógicas presentes na proposta curricular e na perspectiva docente; (b) A identidade docente; e (c) O habitus do professor universitário. Da discussão dos resultados observou-se que, dentro da proposta curricular, há um conjunto de saberes presentes, mas que, no entanto, são priorizados os de caráter conceitual/procedimental, apresentando uma fundamentação pautada no modelo da racionalidade técnica. Com relação aos saberes, de forma geral, foram visto como plurais. Porém, em alguns momentos são alguns são mais priorizados que iv outros. Com relação a prática pedagógica vislumbra-se a percepção desta em diversos momentos: ora relacionados ao conhecimento da disciplina e a forma de se ensinar, e ora ao universo do aluno e a sua intencionalidade. Este encaminhamento direciona para a compreensão de uma identidade que abarca a compreensão da docência como um dom, vocação, até a dimensão atitudinal, fazendo jus a composição de uma identidade historicamente construída e modificada pelos saberes, pela ação do exercício profissional, pelo contexto, pela formação, entre outros... / This research deals with teachers formation, professors knowledge, pedagogical pratical and teaching identity. Between the related objectives will search to inquire the constitution of the professor knowledge and of the pedagogical practical in the proposal of professor formation of the Degree in Physical Education Course of the Unesp/Rio Claro; to point the constituent elements of the professor identity; and to recognize in the teaching exercise habitus of the professors. It is treated, therefore, of one searches qualitative, case study, that it used as technique for the data collection: documentary source, interview and participant comment. The data presented contemplating the content analysis in the following categories; (a) professors knowledge and pedagogical practical presents in the curricular proposal and teaching perspective; (b) teaching identity; and (c) professor habitus. In the discussion of the results was observed that inside of the proposal curricular have a set of the knowledge, however they are prioritized of conceptual / procedures character, presenting a recital in the model of the technique rationality. The knowledge was understood with plural. Though, in some moments are prioritized someone in detriment of others. With regard to pedagogical practical is glimpsed perception of this at diverse moments: related with the disciplines knowledge and the teaching form, and with students universe and its scienter. This guiding directs to understand of the professors as a vocation, until the atitudinal dimension, 181 relationship the composition of an historical identity constructed and modified by knowledge professor, action of the professional exercise, context and formation, among others. However, it perceives, also, that the professor identity, with relation to superior education needs to be explored. Inside of this context habitus created in the university... (Complete abstract click electronic access below)

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-10-30T13:37:57Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) mariana Dissertação.pdf: 1265773 bytes, checksum: f4ad64923f61fe79191161e6ec6988cf (MD5) / Made available in DSpace on 2017-10-30T13:37:57Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) mariana Dissertação.pdf: 1265773 bytes, checksum: f4ad64923f61fe79191161e6ec6988cf (MD5) Previous issue date: 2016-12-02 / A presente pesquisa teve como objetivo geral compreender os elementos constituintes do processo de construção da identidade profissional docente do “bom professor” universitário. Os objetivos específicos foram os seguintes: identificar os docentes universitários considerados “bons professores” a partir do olhar dos estudantes; apreender como o “bom professor” universitário entende a docência universitária; identificar elementos individuais e contextuais que contribuem para a construção da identidade profissional do “bom professor” universitário. O referencial teórico deste estudo está fundamentado em autores da área de Docência Universitária (NÓVOA, 1998; ANASTASIOU E PIMENTA, 2002); Identidade e Identidade Profissional Docente (HALL, 2011; DUBAR, 2006; DUBAR, 1997); Bom Professor (NÓVOA, 2009; CUNHA, 2013; RIOS, 2002), entre outros. Optou-se por uma abordagem metodológica de natureza qualitativa por entender-se que, a partir dela, os dados poderiam ser analisados com profundidade e não apenas quantificados. A Universidade Federal de Pernambuco constituiu-se como lócus da investigação, especificamente os cursos de Pedagogia (Centro de Educação); Psicologia (Centro de Filosofia e Ciências Humanas); Arquitetura e Urbanismo (Centro de Artes e Comunicação), Ciências Contábeis (Centro de Ciências Sociais Aplicadas); Engenharia Civil (Centro de Tecnologia e Geociências). Os sujeitos da pesquisa foram 30 (trinta) estudantes universitários e 9 (nove) professores universitários. A pesquisa constituiu-se de duas etapas, em que foram utilizados dois instrumentos de coleta: na primeira etapa, procedeu-se à aplicação de questionário com os estudantes; na segunda, foram realizadas as entrevistas semiestruturadas com os 9 (nove) professores universitários selecionados a partir de uma pré-análise dos questionários. Os dados provenientes dos questionários e entrevistas semiestruturadas foram tratados com base na técnica de Análise de Conteúdo (BARDIN, 2009). Os resultados permitiram identificar elementos que contribuem para o processo de construção da identidade profissional do “bom professor” universitário. Em relação a essa identidade vista a partir do olhar dos estudantes, verificou-se que, dentre os elementos identitários, destacaram-se os seguintes: negocia os processos avaliativos, apresenta experiências práticas do cotidiano da profissão, tem boa didática, tem bom relacionamento com os estudantes. Quanto à compreensão do “bom professor” universitário sobre docência universitária, os dados revelaram que os elementos constituintes do processo de construção da identidade profissional desses professores envolvem o sentimento de responsabilidade pela formação de futuros profissionais, o exemplo de algum professor que norteou a trajetória acadêmica desses docentes e os desafios e dificuldades que marcam a prática docente universitária. Esta pesquisa ainda apresentou os elementos individuais que participam do dinâmico processo de construção da identidade profissional do “bom professor” universitário, a saber: a satisfação e a realização em ser professor universitário, e a percepção do professor universitário a respeito da imagem que seus alunos possuem dele. Por fim, percebeu-se que os elementos constitutivos do “processo de construção da identidade profissional do bom professor universitário”, que apresentam uma ordem contextual, são mobilizados no ambiente de trabalho, a partir das expectativas desenvolvidas pelos estudantes. / This research aimed to understand elements that contribute to the teacher‟s professional identity process regarding the “good university teacher”. The specific objectives focused on identifying professors considered “good” from the students‟ point of view; to learn how the “good professor” understands the university teaching activity; to identify individual and contextual elements that contribute to the construction of this “good university teacher” professional identity. The reference is based on University Teaching authors (NÓVOA, 1998; ANASTASIOU E PIMENTA, 2002); Identity and professional Teaching Identity theorists ((HALL, 2011; DUBAR, 2006; DUBAR, 1997); “Good Teacher” researchers ((NÓVOA, 2009; CUNHA, 2013; RIOS, 2002) among others. A qualitative approach was chosen since it allows a deeper analysis that does not focus only on quantity and numbers. Federal University of Pernambuco was the locus of the investigation from which the pedagogy (Education Center); psychology (Human Science and Philosophy Center); Architecture and Urbanism (Arts and Communication Center); and Accounting Sciences (Technology and Geoscience Center) courses have participated. Thirty (30) university students and nine (9) professors participated in the research and it consisted of two stages, in which two different methods of data acquisition were explored: on the first step, a questionnaire was applied to the students; on the second part semi structured interviews were performed with nine (9) university teachers selected from a pre-analysis of the questionnaires. The data resulting from the semi structured interviews and questionnaires were processed based on the content analysis (BARDIN, 2009). The results allowed the identification of elements that contribute to the process of professional identity construction of the “good university teacher”. As for the relation of the “good professor” from the student‟s point of view, the identity elements, among the ones that stand out: it negotiates evaluation processes, it searches physical practices in the daily practice of the profession, it has a good didactic because it tries to keep “a good relationship” with the students. As for the comprehension of “the good professor” about university teaching, the data has revealed that the elements that participate in the process of professional identity construction involve the feeling of responsibility for the training of future professionals and difficulty that impact on the university teaching practice. The research still presented the individual elements that participated on the dynamic process of professional identity construction of the “good university teacher”. Realization and the satisfying way of being a professor. As well as the perception of the university teacher regarding his students‟ opinions about him/her. To sum up, the components of the “process of professional identity construction of the good university teacher” that present a contextual order are mobilized by the work environment or context through the expectations developed by the students.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / A investigaÃÃo que se segue objetiva analisar as marcas determinantes no processo de formaÃÃo e desenvolvimento da identidade docente, marcas essas que constituem os elementos do fogo cruzado inviabilizador da aÃÃo docente emancipatÃria. As metÃforas utilizadas - fogo cruzado e marcas â referem-se aos efeitos, aprendizagens, sinais e impressÃes sentidas pelo docente no percurso de sua vida pessoal e profissional que acabam por impedir a formaÃÃo da identidade docente emancipatÃria. Utilizou-se a metodologia do estudo de caso do tipo etnogrÃfico tendo os Estudos Culturais como lente para enxergar a identidade-na-cultura. AlÃm das entrevistas abertas e semi-estruturadas, fragmentos de histÃrias de vida e diÃlogos informais, foi realizada a observaÃÃo participante para compreender as motivaÃÃes, conflitos, perspectivas, aceitaÃÃes e sentidos dos docentes acerca dos seus processos de construÃÃo identitÃria. O olhar teÃrico sobre a identidade humana baseou-se fundamentalmente nos trabalhos de Bauman (1998, 2005, 2007), Woodward (2008), Hall (2006) e Ciampa (2008). Na elucidaÃÃo do contexto cultural, foram utilizados os teÃricos Gentili (2008), Torres (2008), SuÃrez (2008) e Bauman. A Escola Estadual de Ensino Profissionalizante Dom Walfrido Teixeira Vieira foi o campo de pesquisa escolhido por ser a primeira escola profissionalizante na cidade de Sobral e por deter, frente à comunidade sobralense, uma excelente imagem no tocante à efetivaÃÃo do processo ensino-aprendizagem de qualidade. Os sujeitos da pesquisa foram dezesseis professores dos quais seis participaram das entrevistas. Os locais de observaÃÃo foram os planejamentos mensais, intervalos para o lanche, encontros de Ãrea e de formaÃÃo continuada na 6 CREDE (Coordenadoria Regional de Desenvolvimento da EducaÃÃo). Concluiu-se que a identidade docente dos professores estudados permanece em crise e uma saÃda ou atitude que se nos apresenta à a identidadedemito â reposiÃÃo da identidade da mesmice ou a identidade de palimpsesto - predisposta a ser reescrita ou readaptada ao calor das exigÃncias do meio cultural, numa reaÃÃo à impossibilidade de concretizaÃÃo das identidades de preferÃncia. / The research aims to analyze the marks that determine the formation and development of teacher identity. These marks constitute the elements of the crossfire which blocks an emancipatory teaching action. The metaphors used - crossfire and marks - refer to effects, learning, signs and impressions experienced by teachers in the course of their personal and professional life that eventually prevent the formation of an emancipatory identity. We used the methodology of ethnographic case study and the Cultural Studies were taken as a lens to see the identity-in-culture. Besides the open and semi-structured interviews, fragments of life stories and informal conversations, a participant observation was conducted to understand the motivations, conflicts, perspectives, acceptances and directions of teachers about their identity construction processes. The look on human identity theory was based primarily on the works of Bauman (1998, 2005, 2007), Woodward (2008), Hall (2006) and Ciampa (2008). To explain the cultural context of human identification, we used Gentili (2008), Torres (2008), Suarez (2008) and Bauman. The State School of Vocational Education Dom Walfrido Teixeira Vieira was chosen as the research field because it is the first professional school in the city of Sobral and because it has an excellent image in the eyes of the sobralense for its teaching-learning effectiveness. The research subjects were sixteen teachers of whom six participated in the interviews. The loci of observation were the monthly planning sessions, lunch intervals, area and continuing education meetings in the 6th CREDE (Regional Centre for Educational Development). It was concluded that the identity of the teachers who participated in the study remains in crisis and the way out or attitude that is left for teachers is the myth-identity or the identity of palimpsest, a reaction to the impossibility of achieving the identities of their preference.

Made available in DSpace on 2014-08-20T13:47:52Z (GMT). No. of bitstreams: 1 Bianca Goncalves da Silva_Dissertacao.pdf: 1897748 bytes, checksum: d1861496665eedd4d6a96b63cf5ee930 (MD5) Previous issue date: 2012-03-23 / This Master s degree dissertation intends to contribute to the debate around deaf people education, based on the process of deaf teachers formation, taking into account their formation history. The research aims to understand the constitution of the deaf teachers identity, more specifically, to analyze, through the narratives, the constituent processes experienced throughout their lives which have enabled the construction of a teaching identity. The data collected in this research was searched through the contribution of three deaf teachers, using autobiographical narratives of their life and teaching formation history. Thus, this research was created and analyzed dialoging with authors who deepen in the deaf related studies, involving the Deaf Studies and their dialogues with the Cultural Studies, also, authors who work with the (auto) biographical method and formation, tying to life narratives. In the data collection, it was developed a strategic methodology aiming to achieve the main goals of the research. Three semi-structured group meetings were organized, recorded and in Brazilian Sign Language. With the teachers reports about their life histories some themes could be highlited: oralism, the visual experience as a deaf cultural marker, literacy, child literature, deaf literature, among other issues that were shown in the narratives. When analyzed, they pointed to a possible constitution of teaching identities based on their experiences. It was also possible to find that, as culture is produced, so is identity, in other words, from the teachers reports, which showed their experiences, emphasized such issues, showed a commitment to teaching according to their deaf students needs, creating a pedagogy of the deaf. / Esta dissertação de Mestrado pretende contribuir para as discussões da educação de surdos, com base nos processos de formação de professoras surdas, abordando as Histórias de formação. Os objetivos da pesquisa consistem em compreender a constituição da identidade de professoras surdas e os aspectos de formação, mais especificamente analisar, a partir das narrativas, os processos formadores vivenciados ao longo de suas vidas que proporcionam a construção de uma identidade docente. Os dados dessa pesquisa foram buscados mediante a contribuição de três professoras surdas através de narrativas autobiográficas das Histórias de vida e formação docente. Assim, esse trabalho foi produzido e analisado, dialogando com autores que se aprofundam nos estudos relacionados à surdez, envolvendo os Estudos Surdos e suas interlocuções com os Estudos Culturais, como também autores que trabalham com o método (auto)biográfico e a formação, atrelado às narrativas de vida. Na coleta dos dados, desenvolve-se uma metodologia estratégica a fim de contemplar os objetivos centrais estipulados para a pesquisa. Foram organizados três encontros semi-estruturados, em grupo, filmados e realizados em Língua Brasileira de Sinais. Os encontros aconteceram através de uma metodologia estratégica contemplando as narrativas e tentando, contudo, estabelecer um clima informal, que deixasse à vontade as informantes. Com os relatos das professoras sobre suas Histórias de vida foram privilegiados alguns temas: oralização, a experiência visual como marcador cultural surdo, o letramento, a literatura infantil, a literatura surda, entre outras questões que apareceram nas narrativas e ao serem analisadas, apontaram para uma possível constituição das identidades docentes com base nas experiências vividas.Também foi possível constatar que na medida em que se produz cultura, também se produz identidade, ou seja, a partir dos relatos das professoras, que ao dizerem sobre suas experiências de vida, enfatizaram essas questões e apontaram para um comprometimento com o fazer pedagógico que atendesse as necessidades de aprendizagem de seus alunos surdos, constituindo uma Pedagogia surda.

[pt] O objetivo da pesquisa é investigar a construção do trabalho docente de enfermeiros-docentes, suas auto e hetero imagens profissionais, seus saberes no contexto institucional militar - a Escola de Saúde da Marinha do Brasil. Utilizouse como referencial teórico Michel Foucault e Erving Goffman para a compreensão do universo de uma escola militar, e Pérez-Gómez para a compreensão da influência do contexto institucional no trabalho dos professores. Para a compreensão do trabalho docente, que inclui a questão dos saberes, recorre-se às contribuições de Maurice Tardif e Philippe Perrenoud, além daqueles autores que estudam o binômio docência-enfermagem. A pesquisa foi realizada na Escola de Saúde da Marinha do Brasil, por ser a única instituição militar a formar seus auxiliares e técnicos de Enfermagem. A análise baseou-se na observação de aulas teóricas e práticas de 06 professores, bem como de entrevistas semiestruturadas. A prática investigada aponta para perfis profissionais próximos, originários da ideologia do sacerdócio, da vocação e do feminino, da nobreza da imagem docente bem como da transformação das bruxas em santas enfermeiras. As falas dos entrevistados sinalizam para a necessidade de sair da esfera do cuidado para a esfera da profissionalização e reconhecimento social. Os discursos revelam a importância dos saberes adquiridos com a prática assistencial e de sala de aula, atrelados aos valores pessoais, que permeiam ambas as profissões, num movimento de retro-alimentação da docência-enfermagem. / [en] The objective of the research is to investigate the construction of the teaching work of nurse-professors, its auto and hetero professional images, its abilities in the military context - the School of Health of the Navy of Brazil. It was used as referential theoretician Michel Foucault and Erving Goffman for the understanding of the universe of a military school and Pérez-Gómez for the understanding of the influence of the institutional context in the teaching work. For the understanding of the teaching work, that includes its abilities, it is lined up with the contributions of Maurice Tardif and Philippe Perrenoud, beyond those authors who study the binomial teaching-nursing. The research was carried through in the School of Health of the Navy of Brazil, for being the only military institution to form its assistant and technician of Nursing. The analysis was based on the comment of theoretical and practical lessons of 06 professors, as well as of half-structuralized interviews. The practical one investigated indicates close professional profiles, originated of the ideology of the priesthood, the vocation and the feminine one, the nobility of the teaching image, as well as the transformation of the witches in saints nurses. The interviewed speeches demonstrates the necessity of objectify to leave the sphere of caring for the sphere of professionalism and social recognition. Their speeches disclose the importance of knowing acquired them with the practical assistance and of classroom, connected to their personal values, that compose both professions, in a movement of feedback of the teaching-nursing.