Construindo a identidade docente

Abstract

Community preparatory courses are non-formal teaching spaces managed by voluntary teachers who desire to educate low income students allowing them to access higher education in public and private universities. Most teachers of these collectives apply for the first time the theory learned in college while getting their licentiate degree.Despite the growing depreciation of the teaching career in the country, the number of graduated educators rises every year, following the amount of community preparatory courses. Seeking to analyze what provokes teachers to associate with these teaching environments, regarding their professional trajectory, their practice and the representation they have for themselves, I look to understand which effects a community preparatory course may exert over the subjects here observed through the way they talk about themselves. This work comprises the narratives from 8 teachers, four men and four women who taught in community preparatory courses in the past and ended up working with basic education. Their stories were recorded, transcribed and analyzed under narrative research methods. Results suggest individuals researched consider community preparatory courses valuable for learning teaching practices, pointing out skills they were able to enhance, connections established with other colleagues and profound professional recognition by the students. Teaching in a community preparatory course seems to affect teachers' professional trajectory, since they start to reflect upon to which students they want to interact and in what places they may feel freely to teach.