THE KNOWLEDGE AND TEACHING IDENTITY OF TEACHERS WORKING IN BASIC EDUCATION

The text explores discussions inherent to pedagogical knowledge and the development of the teaching identity among educators engaged in basic education. The aim is to provide a comprehensive survey, using State of Knowledge, of research studies focusing on the pedagogical knowledge and teaching identity of educators acting in the basic education. This is qualitative research with a bibliographic approach. Among the findings, in addition to the amount of emerging research, particular attention is given to four selected dissertations that center their investigation on the role of the teacher. The objectives of these selected studies revolve around analyzing the construction of pedagogical knowledge, the formation of teaching identity, and the understanding of alterity, each explored within the diverse stages of basic education. However, it is also important to highlight the field research, that made in the school alongside educators is able to provide insightful analysis. The conclusion about the construction of the state of knowledge is that it is able to broaden the perspectives into the academic works already published, encompassing theses and dissertations, thereby aiding in the identification of existing research. Regarding the pedagogical knowledge and teaching identity, the present work concludes that they aren't rigid or universally applicable, yet they are built and rebuild throughout the teacher's career, shaped by the temporal and spatial context in which their practice develops.