Made available in DSpace on 2014-12-17T14:36:07Z (GMT). No. of bitstreams: 1 AnaMPA_TESE.pdf: 1109993 bytes, checksum: 3b7943e21a361d3e2840eb1085ceba39 (MD5) Previous issue date: 2010-02-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This work was developed in the course of Pedagogy, Universidade Federal do Rio Grande do Norte. Aims to understand the process of identity construction of teachers and educators in initial training. We started from the idea that such process was made by a complex and interdependent movement, once it was an inventive phenomenon wrought by individuals who are authors and actors of the story of their "real life" (KAUFMANN). This identity is rooted in the trajectories and social biographical experiences (FERREIRA), relationships with the constructed and accumulated knowledge in this route (CHARLOT) and in the developing of a sense of cultural belonging institutionally constructed (Luckmann, Berger). Then, the training involves relationships with knowledge in several instances, considering the effects, in one hand, the historic-social production and, in another hand, from the positions of subject and their biographical itinerary, existential and formative. We used the methodology of the Comprehensive Interview (KAUFMANN; SILVA), associated with a network of theoretical references, empirical and very analytical and interpretive activity. She researcher also relied on the "sensitive listening" (BARBIER), empathic attitude of "listening / seeing" the subject, and the notion of "intellectual artisan" (MILLS). The individual interviews were supplemented by the Focus Group. The approach was multi-referential (ARDOINO; MACEDO), with the intertwining of different perspectives, allowing a more complex configuration and less reductionist. In the analysis and interpretation we located the starting point, genesis of identity whose dynamics is not rigidly determined, but localized in space-time that precedes entry into the initial training. It is the time of concerns, questions and reflections about what you want to be in the future professional life. In sequence, we saw the route, multifaceted process whose the direction is the increasing involvement of individuals with their training. This training is engendered by the relations with the curricular, extracurricular and discursive knowledge, as simultaneous dynamics of self training and socio training. The self training of the individuals, understanding the critical, ethic and authority reading of their own experiences, is also seen as an exercise of shared responsibility, it assumes that the relationship with others meanings and professor mediation. The socio training refers to the collective subject and turns to the historical production and diversified knowledge, and comprehension of the various training instances. Self training and socio training are both objects of negotiation, because they are provocative of new designs, and cultural and identity maps, mobilizing the senses towards new meanings of themselves and the professional reality. It is in this interdependence between what is historically produced and the experiences of the subjects, who we located the arrival, considering it as a radically incomplete process of the professional identity and the building itself. / Essa pesquisa foi desenvolvida no curso de Pedagogia da Universidade Federal do Rio Grande do Norte. Teve o objetivo de compreender o processo de constru??o identit?ria de pedagogos e pedagogas em forma??o inicial. Partimos da ideia que tal processo resultava de um movimento complexo e interdependente, enquanto fen?meno inventivo forjado pelos indiv?duos que passam a ser autores e atores da hist?ria da sua verdadeira vida (KAUFMANN). Essa identidade est? enraizada nas trajet?rias e experi?ncias sociobiogr?ficas (FERREIRA), nas rela??es com os saberes constru?dos e acumulados nesse percurso (CHARLOT) e no desenvolvimento de um sentimento de perten?a cultural e institucionalmente constru?do (LUCKMANN; BERGER). Ent?o, a forma??o envolve rela??es com saberes em inst?ncias diversas, considerando os efeitos, de um lado, da produ??o hist?rico-social e, do outro, das posi??es dos sujeitos e seus itiner?rios biogr?ficos, existenciais e formativos. Utilizamos a metodologia da Entrevista Compreensiva (KAUFMANN; SILVA), associada a uma rede de refer?ncias te?ricas, emp?ricas e a pr?pria atividade anal?tica e interpretativa. A pesquisadora tamb?m se apoiou na escuta sens?vel (BARBIER), atitude emp?tica de escutar/ver o sujeito, e na no??o de artes? intelectual (MILLS). As entrevistas individuais foram complementadas com o Grupo Focal. A abordagem foi multirreferencial (ARDOINO; MACEDO), com o entrela?amento de v?rios olhares, permitindo uma configura??o mais complexa e menos reducionista. Na an?lise e na interpreta??o localizamos a partida, g?nese identit?ria cuja din?mica n?o ? rigidamente determinada, mas localizada no espa?o-tempo que precederia o ingresso na forma??o inicial. ? o tempo das inquieta??es, indaga??es e reflex?es sobre o que se deseja ser no futuro profissional. Na sequ?ncia, vimos o percurso, processo multiforme cuja via ? a implica??o progressiva dos sujeitos com sua forma??o. Esta forma??o ? engendrada pelas rela??es com os saberes curriculares, extracurriculares e discursivos, como din?mica simult?nea de autoforma??o e socioforma??o. A autoforma??o dos sujeitos, compreendendo a leitura cr?tica, ?tica e competente das suas pr?prias experi?ncias, ? vista tamb?m como exerc?cio de responsabiliza??o partilhada, pois sup?e a rela??o com outros significativos e a media??o docente. A socioforma??o se refere ao sujeito coletivo e volta-se para a produ??o hist?rica e diversificada de saberes e compreens?es das v?rias inst?ncias formativas. Autoforma??o e socioforma??o s?o ambas objetos de negocia??o, porque s?o provocadoras de novos desenhos e mapas identit?rios e culturais, mobilizadores dos sentidos com vistas a novas significa??es de si e da realidade profissional. ? nessa interdepend?ncia, entre o que ? historicamente produzido e as experi?ncias vividas pelos sujeitos, que localizamos a chegada, considerando-a como processo radicalmente inacabado da identidade profissional e da pr?pria constru??o de si.