Teaching identities in Pedagogical work

Abstract

The relevance of this study is given by the look of differentiated pedagogical action in higher education to realize that there is a differential in this segment of the professional educator performance when compared to other educational institutions, both formal education and non-formal education. In addition, guided discussions about the multiple identities that are constructed / deconstruct / reconstruct in educational environments, requires contemplate and analyze which elements contribute directly and indirectly to the phenomenon of (re) construction of identities, especially with regard to the exercise of teaching practice in bachelor's degree programs.