The Symbolic Dynamics and the Reconstruction of the Teaching Identity

Abstract

In this research we adopted the theoretical principle of the narrative theory, formulated by Paul Ricoeur, which helps people narrate their own history. The signification and resignification of a teaching identity, within the dimension of the narrative theory, integrate the dialectical relationship between sameness, ipseity and alterity. Our intention is to become acquainted with the processes of teaching identity formation that are not restricted to cognitive issues, which are fundamental, but also to evaluate processes that consider other dimensions of the self-knowledge process. The different dynamics used in the continuous formation activities were aimed at reflecting upon teaching identity and praxis. Therefore, they had the intention of providing teachers with a reflection about themselves for greater self-knowledge. In this article, we present some of the interactive and symbolic dynamics which are used in the research and that allowed to verify the processes of re-signifying teaching identity.