Identidade profissional do professor: uma análise da responsabilidade social institucional na formação inicial de docentes

Abstract

This study aims to investigate how the institutional social responsibility of a public higher education institution can contribute to the development and professional identity of teachers in training, using the Pedagogy course as a reference point. We adopted a qualitative approach and used two data collection techniques: documentary analysis of the Pedagogical Course Project (PPC) of the State University of Piauí - Jesualdo Cavalcanti Campus, in the section dealing with the graduate profile, and semi-structured interviews with teachers and graduates of the Pedagogy course. The research shows that, although there are actions focused on ethics, research and social commitment, there are still challenges related to the integration of theory and practice, the valorization of educational management and the consolidation of the research culture. The data also reveal that the development of teacher identity is, to a large extent, related to the social responsibility of the training institutions, which requires coherent practices, articulated institutional policies and active participation of all the subjects involved. We conclude that teacher training needs to go beyond the technical dimension and incorporate ethical, social and political values, training teachers capable of acting critically and transformatively in the professional field. In this way, institutional social responsibility ceases to be an abstract concept and becomes an effective part of the education of educators, strengthening their professional identity and their commitment to quality public education.