ASPECTOS DA IDENTIDADE DOCENTE NA PERSPECTIVA DE FUTUROS PEDAGOGOS

Abstract

Teacher professional identity results from a continuous process of formation shaped by personal, social, and institutional dimensions. This study investigated how graduating students from the Pedagogy course at the Federal University of Mato Grosso do Sul, Naviraí campus, construct aspects of this identity throughout their academic trajectory. The research employed a mixed-methods approach, using a semi-structured questionnaire applied to 18 students, whose responses were analyzed through quantitative data and content analysis techniques. The results indicated that supervised internships were the most significant experiences in the development of teacher identity, as they enabled the articulation between theory and practice and strengthened a sense of belonging to teaching. Other relevant factors included vocation, family influence, affectivity, and social commitment in the choice of Pedagogy. Although some students did not initially intend to pursue teaching, many came to adopt the profession as a life project during their training. It is concluded that teacher identity is built progressively and non-linearly, requiring a critical and reflective formation aligned with the challenges of school practice. Keywords: Teacher identity; Initial teacher education; Educational challenges.