THE CONSTRUCTION OF PROFESSIONAL IDENTITY AND THE TEACHER'S KNOWLEDGE

AN ANALYSIS OF THE "DIÁLOGOS DOCENTES" PROJECT AT UFF/CAMPOS DOS GOYTACAZES

Abstract

This article aims to understand the importance of teachers, with their knowledge, in shaping the professional identity of teachers in training through a project in the geography teaching program at the Federal Fluminense University - Campos dos Goytacazes, named "Diálgos Docentes (Teacher Dialogues)." Conducted in 2020, it involved the participation of educators from both basic and higher education in the five different regions of Brazil and four distinct countries in Latin America. By combining theoretical discussions with the outcomes of the meetings, the study seeks to comprehend what teacher’s knowledge and experiential knowledge entail, identify factors considered in the knowledge-building process, emphasize the significance of sharing experiences and narratives in shaping the identity and profile of teachers in initial training, and explore the construction of their voices through narratives presented in the "Teacher Dialogues" project. This is achieved through the analysis of meetings and a literature review, focused on definitions of teacher’s knowledge, professional identity, and narratives discussed primarily by Azevedo (2004), Nóvoa (1999), Pimenta (2005), and Tardif (2014), along with accounts and impressions from the project's founding teachers, Luigi and Frigério (2020; 2021; 2023), and Frigério and Luigi (2020).