THE ROLE OF CONTINUING EDUCATION IN THE CONSTRUCTION OF THE TEACHING IDENTITY OF TEACHERS OF BABIES: A REVIEW

Abstract

The objective of this study was to understand the role of continuing education in the identity of teachers of babies, based on Brazilian literature. A literature survey was carried out in September 2022, in the databases Google Scholar, Portal de Periódicos of the Coordination for the Improvement of Higher Education Personnel (CAPES) and Scientific Electronic Library Online (SciELO). The descriptors used were the following: ''continuing education'' AND ''baby teachers'' AND ''professional identity'', in all databases. Thus, 09 articles were selected and included according to the eligibility criteria. It was found that 11.1% of the articles state that the construction of the baby teacher's identity is essential for such a professional to have his/her teaching work respected and valued, and thus overcome the welfare perspective of the work carried out with babies. In early childhood education, while 33.3% point out that continuing education is an essential learning space in the constitution and redefinition of the teaching identity, being a space for overcoming the lack of appreciation and social recognition, as well as a means of improving work pedagogy of early childhood education institutions. Already 22.2% of the articles reveal that the construction of the identity of teachers of babies is related to the personal trajectory and professional trajectory of the subjects, while 11.1% address that despite the practice in nurseries involving multiple knowledge and cultures, there is a division about the need to care and educate in early childhood education in which care is associated with past practices and education approaches the new professional role, representing identity strategies for valuing teaching with babies. And yet, 22.2% of the articles reveal that the identity of each one influences the professional action, considering the singularities that expose the specificities of each teacher. It is concluded that continuing education is an essential learning factor in the construction and redefinition of the teaching identity and provides greater visibility for the teacher as a professional, moving towards appreciation, raising the quality of pedagogical work and social.