A IDENTIDADE PROFISSIONAL DOS PROFESSORES QUE ATUAM NOS ITINERÁRIOS FORMATIVOS (IF) DA REDE PÚBLICA ESTADUAL NO MUNICÍPIO DE CORUMBÁ-M

• Ano de defesa: 2025
• Autor(a) principal: Mishelly Ocuda Henrique de Lima
• Orientador(a): Amanda de Mattos Pereira Mano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação de professores. Novo Ensino Médio. Trabalho docente.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/11618

This study is part of the research line “Educational Practices, Teacher Training (Educators) in School and Non-School Spaces” and aimed to investigate the perspective of active teachers in Federal Institutes (IFs) regarding their professional identity. The following specific objectives were established: i) to identify the criteria for teacher allocation in the curricular components of the IFs; ii) to outline the profile of teachers working in the IFs of public state schools in the city of Corumbá-MS; and iii) to analyze to what extent the IF proposal contributes to the formation of teachers' professional identity. This study is primarily justified by the relationship between the teacher identity process and the high school curriculum reforms, particularly the specificities of teaching practices related to the proposals of the IFs in the State Education Network (REE) in Corumbá-MS. From a methodological perspective, a qualitative research was conducted through a questionnaire via Google Forms, containing both open and closed questions aimed at collecting information about the teachers’ professional background, education, years of experience, and teaching activity in the IFs. The research involved 24 teachers assigned to the IFs in the REE of the municipality of Corumbá-MS. The data obtained were organized and analyzed using Content Analysis. The teachers' responses resulted in various understandings of the teaching profile in relation to their work at the IFs, as well as facilitated the identification of factors influencing the (re)construction of their teaching identity. Among the participants' profiles, the diversity of professionals working in the IFs was noted, including bachelor's degree holders, technologists, and degree holders. These professionals highlighted the exhausting organization of pedagogical work aimed at the proposals of the New High School (NEM), as well as the de-characterization of the teaching experience and the distancing from their identity throughout the process. They also pointed to the lack of infrastructure and materials for teaching, as well as the difficulty of reinventing teaching with the available resources in the school units. It is estimated that this study can contribute to the development of new public educational policies that value teachers, especially those working in the IFs in the state of Mato Grosso do Sul. Keywords: Teacher Training. New High School. Teaching Work.