TEACHING PRACTICE IN THE FACE OF SOCIAL AND EDUCATIONAL TRANSFORMATIONS
This study is part of ongoing research within the Graduate Program in Teaching Humanities and Languages (PPEHL/Ufac) and aims to understand the constitution of the teaching profession by investigating the elements that shape the professional identity of teachers and the sociocultural contexts that i...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista UFG (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/81026 |
| Acceso en línea: | https://revistas.ufg.br/revistaufg/article/view/81026 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação contemporânea Identidade docente Papel do professor Contemporary education Teacher identity Teaching role Educación contemporânea Identidad docente Papel del profesor |
| Sumario: | This study is part of ongoing research within the Graduate Program in Teaching Humanities and Languages (PPEHL/Ufac) and aims to understand the constitution of the teaching profession by investigating the elements that shape the professional identity of teachers and the sociocultural contexts that influence this construction. The qualitative methodology is based on a bibliographic review, addressing the teaching profession from a historical-critical perspective and analyzing the complexities and challenges of teaching work across different historical periods. The findings reveal that teacher identity is a construct resulting from political, social, and cultural experiences that directly impact how teachers perceive themselves and act within the educational context. Keywords: Contemporary education. Teacher identity. Teaching role. |
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