A identidade do professor e suas implicações no processo de viabilização do projeto político pedagógico em uma gestão democrática

Abstract

This work has as its main goal to investigate the identity of the teacher and its implications in the process of making the Pedagogical Political Project possible in a democratic administration. The bibliographic sources used in this research, to contribute and sustain the ideas approached were: Alarcão, Benincá, Freire, Lück and Veiga, besides other authors that helped to feed this thematic. For the realization of this qualitative study, a case study of real life, some goals were traced, among them we could list: To characterize the identity of the teacher, what is determinant for the professionals to have an identity and how it concretizes itself in their actuation in the environment, either at school or personal and social life; the teacher and his/her attributions and contributions in the daily activities at school, that is, planning, execution and evaluation and how these things are determinant for the success of the Pedagogical Political Project as well as the possibilities to increase the chances of success, from the perspective of the participation of the teacher that has his/her identity attributed to an adequate formation and a positive vision about himself and his/her work. The results found in this study show that a positive identity and selfimage contribute directly to the teacher’s self-esteem and thus to the success of the Pedagogical Political Project in a Democratic Administration, because this makes an action based in the pleasure possible, the perfect recipe for the action in favor of education.