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Histórias de construção de uma identidade: ser professor
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Resumo(s)
Nas últimas décadas, o exercício da profissão docente tem sido marcado por profundas
transformações de natureza social, cultural e tecnológica, que alteram significativamente os
modos de ensinar e de vivenciar o ser professor. Neste contexto, a experiência acumulada
ao longo da carreira assume um papel central no processo de construção e reconstrução da
identidade profissional. Quando refletida e partilhada, essa experiência transforma-se em
saber profissional e constitui um recurso valioso para o desenvolvimento pessoal e coletivo
dos professores. É a partir desta perspetiva que se delineia a presente investigação, centrada
na seguinte questão de investigação: Como é que os docentes com mais de 25 anos de
serviço, do Agrupamento X, percecionam a construção da sua identidade profissional? A
investigação tem como objetivos mapear os fatores de ordem pessoal, institucional e
contextual que influenciam o desenvolvimento da identidade docente, bem como explorar a
forma como as experiências de supervisão e os desafios do quotidiano educativo contribuem
para esse processo. A opção metodológica inscreve-se numa abordagem qualitativa de
natureza interpretativa, com base fenomenológica e narrativa, sendo as entrevistas
semiestruturadas o principal instrumento de recolha de dados. Foram escutadas as narrativas
de seis professores de diferentes níveis de ensino, dando visibilidade aos seus percursos,
experiências e sentidos atribuídos à profissão. Os resultados deste estudo revelam que a
identidade profissional docente é uma construção dinâmica, relacional e enraizada nas
vivências ao longo da carreira. Apesar dos desafios identificados, como a crescente
burocratização, o envelhecimento do corpo docente ou a desvalorização social da profissão,
os participantes manifestam um compromisso afetivo com o ensino. A valorização da
profissão requer, assim, políticas educativas que reconheçam o saber experiencial,
promovam ambientes colaborativos e incentivem a autonomia e a capacidade de iniciativa
dos docentes. Esta dissertação procura, por isso, contribuir para uma compreensão mais
humanizada e reflexiva da profissão docente, valorizando o papel do professor como sujeito
ativo na transformação educativa e social.
In recent decades, the teaching profession has been profoundly challenged by rapid social, cultural, and technological changes that have significantly altered both the way teaching is practiced and how the role of the teacher is experienced. In this context, the experience accumulated throughout a teaching career plays a central role in the process of constructing and reconstructing professional identity. When reflected upon and shared, this experience becomes professional knowledge and constitutes a valuable resource for both personal and collective development among teachers. It is from this perspective that the present study is outlined, guided by the following research question: How do teachers with over 25 years of service, from Group X, perceive the construction of their professional identity? The main objectives of this research are to map the personal, institutional, and contextual factors that influence the development of teaching identity and to explore how supervision experiences and the everyday challenges of school life contribute to this process. The chosen methodology follows a qualitative, interpretative approach with phenomenological and narrative foundations, using semi-structured interviews as the primary data collection technique. The narratives of six teachers from different educational levels were gathered, giving voice to their professional trajectories, experiences, and personal meanings. The findings reveal that professional identity is a dynamic and relational construction, deeply rooted in lived experiences throughout the teaching career. Despite the challenges identified, such as increasing bureaucracy, aging within the teaching workforce, and the profession’s social devaluation, participants demonstrated a strong affective and ethical commitment to teaching. Valuing the teaching profession requires educational policies that acknowledge experiential knowledge, promote collaborative environments, and foster teachers’ autonomy and initiative. This dissertation aims to contribute to a more humanized and reflective understanding of the teaching profession, recognizing the teacher as an active agent in educational and social transformation.
In recent decades, the teaching profession has been profoundly challenged by rapid social, cultural, and technological changes that have significantly altered both the way teaching is practiced and how the role of the teacher is experienced. In this context, the experience accumulated throughout a teaching career plays a central role in the process of constructing and reconstructing professional identity. When reflected upon and shared, this experience becomes professional knowledge and constitutes a valuable resource for both personal and collective development among teachers. It is from this perspective that the present study is outlined, guided by the following research question: How do teachers with over 25 years of service, from Group X, perceive the construction of their professional identity? The main objectives of this research are to map the personal, institutional, and contextual factors that influence the development of teaching identity and to explore how supervision experiences and the everyday challenges of school life contribute to this process. The chosen methodology follows a qualitative, interpretative approach with phenomenological and narrative foundations, using semi-structured interviews as the primary data collection technique. The narratives of six teachers from different educational levels were gathered, giving voice to their professional trajectories, experiences, and personal meanings. The findings reveal that professional identity is a dynamic and relational construction, deeply rooted in lived experiences throughout the teaching career. Despite the challenges identified, such as increasing bureaucracy, aging within the teaching workforce, and the profession’s social devaluation, participants demonstrated a strong affective and ethical commitment to teaching. Valuing the teaching profession requires educational policies that acknowledge experiential knowledge, promote collaborative environments, and foster teachers’ autonomy and initiative. This dissertation aims to contribute to a more humanized and reflective understanding of the teaching profession, recognizing the teacher as an active agent in educational and social transformation.
Descrição
Tese de Mestrado em Supervisão Pedagógica, apresentada à Universidade Aberta
Palavras-chave
Identidade profissional Desenvolvimento profissional Supervisão pedagógica Professional identity Professional development Pedagogical supervision