IMPLICATIONS IN THE CONSTRUCTION OF THE TEACHING IDENTITY

Abstract

This article presents its subject towards two important aspects for education, which are: initial and continuing education for teachers, gender and its intersectionalities. Given that, the aim of this article was to analyze the aforesaid aspects on a theoretical basis in basic education, dating back from 1500 up to 1996, based on legislation about the teaching profession and theoretical contribution concerning gender issues and its intersectionalities. Thus, a reflection was made about the professional profile of teachers and the transformations in the history of teachers' education in Brazil. For this purpose, a literature qualitative, descriptive review was conducted in order to show that public policies are associated with the production and reproduction of material human life in society, which were shaped by the socioeconomic transformations and the policies during that period. The results have shown that the policies related to teachers' education in Brazil during that period suggested a methodology that prioritized professional abilities and competences, wherein one was supposed to know how to do, that as a premise for teachers instead of a theoretical formation and consistent practice which were essential to the professional development of teachers.