| dc.description.abstract | Learning to be a teacher, as well as learning to read, to love, to eat, are learning that materialize through the experiences we had in our lives. Not "born" with the gift or vocation to be a teacher, but teaching the subject is constituted from a context of social relations and certain processes identity. The process of teaching identity can be understood as a form of construction of teaching, make up the teaching of social relations through which the subject establishes with the university, school, with peers, with teachers, with the formation and actions of oneself in this way, the objective of this study was to analyze the relationship of formative actions of Physical Education CEFD/UFSM with the constitution of the process of teaching identity of future teachers. To accomplish this research, which is characterized by a qualitative approach, the case study, we used two (2) instruments of data collection: a semi-structured interview and focus group. Participants were six (6) teachers and six (6) students from CEFD/UFSM. From the analysis of the information were drawn four (4) categories: 1) On the process of teaching identity, 2) Facilitating the process of teaching identity, 3) Barriers process of teaching identity and, 4) Possibilities for the process of teaching identity occurs. In the first category, about the concept of teaching identity the points listed circulated through the identification and characterization work, which will give the subject individually, but also collectively. Regarding the second category, can be identified as facilitators of the construction of the teacher restructuring the course curriculum; actions and faculty, involvement in extracurricular activities, for example, participation in core / study groups research and extension. In the third category, as barriers, the main points of the departed not review the curriculum; (not) identification of some teachers, not closer to reality and school, no student dedication. About a fourth category, such possibilities were listed several suggestions for possible "improvement" of these barriers, such as creating a pedagogical coordination, teaching and sharing, a new curriculum project. From all this study, one realizes the importance of formative actions of initial training courses for the construction of the teacher and, especially, the importance of the meaning given to these actions, as well as the commitment to learn aroused by each academic. | |
