Teachers Identity

Abstract

This article shows the results presented in a research which aimed to investigate in what extent the requirements that teachers realize to be made by the students’ families and by the school affect their professional identity. Twenty-six teachers from a secondary private school in São Paulo took part in this research. A question-naire was used in order to identify how the process of identity negotiation was carried out by these teachers. The analyses were made according to the social conceptions of Dubar (2005, 2009) concerning the professional identity. According to the data analyses it was possible to identify that teachers are confused in relation to the roles they are supposed to play, due to the multiple attributions they believe to be required by the students’ families and by the school. The results also showed that they are undergoing a moment of crises, although they do not literally say it. Herein crisis is considered as a rupture of what individuals used to believe to be their roles.