Our journey as teachers

Valentina Grion, Carmen Lucia Guimarães de Mattos


This study aimed to explore the narrative processes expressed and shared in an online academic context by 13 in-service teachers, and to present the constructed identities which emerge from this context, in a theoretical perspective linked to Discursive Constructionism. Participants engaged in individual and group activities where they narrated and shared their interwoven professional and personal stories and experiences as teachers. The data collected comprise all the writings of two teacher groups. An analysis of the discourse was carried out with reference to Positioning Theory. A multitude of subjective positions were identified in the teacher narratives, and five identity constructs emerged. These emergent professional identities were the result of multiple positioning by participants in the individual and collective contexts. The findings allowed some factors affecting the narrative construction of teacher identity to be defined. We also discuss the potential of similar online contexts for in-service teacher education.

Keywords: Narrative identity. Teacher identity. Online education.

Nossa jornada como professores


Este estudo almeja explorar os processos narrativos expressos e compartilhados em um contexto acadêmico eletrônico por treze professores em serviço, e apresentar as identidades construtivas que emergem desse contexto, numa perspectiva teórica vinculada ao construcionismo discursivo. Os participantes engajados em atividades individuais e em grupo, onde narram e compartilham suas históricas profissionais e pessoais, bem como suas experiências entrelaçadas como docentes. Os dados coletados compreendem todos os escritos de dois grupos de docentes. Uma análise do discurso foi desenvolvida a partir da referência da Teoria do Posicionamento. Uma multiplicidade de posições subjetivas foram identificadas nas narrativas docentes e emergiram cinco identidades construídas. Essas identidades profissionais emergentes são o resultado do posicionamento múltiplo dos participantes em contextos individuais e coletivos. Os dados encontrados permitiram observar alguns fatores que afetaram a construção narrativa da identidade docente a ser definida. Ademais, foi discutido o potencial de contextos eletrônicos similares para a educação docente em serviço.

Palavras-chave: Identidade narrativa. Identidade docente. Educação online.


Educacion. Teacher. Identities.

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DOI: http://dx.doi.org/10.18316/1810


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