THE TEACHING IDENTITY AND HER INFLUENCE IN THE PEDAGOGICAL PRACTICE IN CONTEXT OF DIVERSITY

Abstract

The objective of this current article is to present the aspects of major significance extracted from research, which show how the Juiz de Fora municipal network teacher's professional docent identity is constituted and how this identity influences their teaching practices, specifically that exercised in context of student diversities. It was utilized as methodological proposal the analysis of the life stories of six beginner years municipal grammar school teachers, all in the beginning of their careers and graduated in Pedagogy from UFJF, obtained by means of open individual interviews. The research showed that the docent professional identity (re)constitution occurred mainly in the professorship experiences lived in context of diversity in the beginning of their careers, in which they reconstituted their identities in function of the influence exercised by the practical everyday school experiences, by the other school professionals and by the school culture, highlighting their pedagogical practices and their way of being as an individual and in their profession. To finalize, it was concluded that their docent identities had direct reflex in the pedagogical practice, resulting in propitious or not propitious environment for the students inclusion.