Identity constitution of high school technical education teacher

Abstract

This text presents an excerpt from a master's research carried out with high school technical teaching teachers who work in schools at the Paula Souza Center, in the state of São Paulo. It is a qualitative research whose data were produced with narrative interviews with five teachers (three male and two female), from different school units. The goal of this text is to seek evidence of the constitution of the identity of these professionals from the experience lived and perceived by them in teaching practice. Within these five professors, two had a college degree, the others had only technical training and had no intention of becoming teachers. However, when they entered the education network, they became identified with the profession due to the good teaching work conditions; they feel valued in the institution. They became teachers in the exercise of the teaching profession and have built professional identity in interpersonal relationships with students and colleagues. The institutional environment favors the performance of collective work and teachers feel they have a certain social status and that they are part of the network.