<b>Social representations in the construction of professional identity and teaching work
Abstract
The goal of this article is to share the academic debate about the professional identity construction modes of Basic Education teachers and their social representations about the profession. It was used the qualitative research methodology with semi-structured interviews involving 19 teachers in basic education school in the State of São Paulo State. The data generated three categories of analysis: the professional identity and the performance of teachers and their representations about the teaching profession; the construction of autonomy in order to effect emancipatory educational practices; and critical-ideological sense of the teacher in its operating context. The epistemological contribution focused on the study of social representations and professionalization. The results confirmed that the social and cultural structures, historically constituted, were instrumental in construction the professional identity of research subjects and their social representations about the profession.
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