Resumo

ARAUJO, Patrício Câmara  e  BORGES, Fabrícia Teixeira. Imagination and narrative identity in the process of a teacher la. Psicol. rev. (Belo Horizonte) [online]. 2020, vol.26, n.1, pp. 208-227. ISSN 1677-1168.  http://dx.doi.org/10.5752/P.1678-9563.2020v26n1p201-220.

This study aimed to investigate the constitution of a teacher’s identity in the narrative of her life history, taking into account the imagination in the narrative process. We performed an approach based on the dialogical self theory, through a narrative and episodic interview with a 6th to 9th year biology teacher at a private school in the Brazilian Federal District. Throughout the research, we used the thematic dialogical analysis of the conversation with table and semiotic map. We recognize that a teacher identity is composed of a dialogical process of the self with the participation of the imagination in the development of the image that the individual has of him/herself as hero of his/her history. The results suggest a misalignment between the teaching position developed by the teacher and her professional context, resulting from the dialogical relationship between her positions and the value of affectivity in the relationship with the students.

Palavras-chave : Identity; Narrative; Imagination; Teacher; Self.

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