O narrar da permanência e a construção da identidade docente: trajetórias formativas de estudantes-trabalhadoras no curso de licenciatura em química da UTFPR - Londrina

Abstract

The choice for an undergraduate course is related to the historical context and the sociocultural environment in which the subject is involved. Once this choice is made and entered the university space, staying there is not always easy and guaranteed, especially for student-workers. In the case of teacher education, the difficulties in dedicating themselves to academic activities can make the construction and consolidation of the teaching identity later and more difficult. In order to investigate this context, my research objective is to analyze the formative trajectory of female licentiate-workers within the scope of the Chemistry course at the Federal Technological University of Paraná, Campus Londrina, regarding the factors that influence their permanence in the course and, consequently, in construction of their teaching identity. Therefore, this investigation made use of narrative research focusing on the life stories of two female licentiate-workers. To guide the (re)memoration and self-reporting processes, I developed an interview guided by a semi-structured script, remotely, with the help of the Google Meet meeting platform. The narratives produced were analyzed based on content analysis, proposed by Bardin, and discussed from a theoretical framework in the field of teacher education regarding the construction of teacher identity. As a result, we identified four emerging categories: i) personal factors; ii) actions and public policies; iii) course curriculum; iv) teacher-student relationship. The analysis of the narratives of self and the Other produced from the interviews showed that these emerging factors influenced the permanence of research participants in the course and, consequently, contributed to the construction of their teaching identities, intertwining with my formative trajectory as also a working licentiate.