The present work has as main objective to investigate and analyze the process of constitution of the formation or the identity of teacher in the Degree in History of UFT - Campus of Porto Nacional in the year of 2019. It also seeks to identify the processes that constitute the formation of an identity history teacher, as one tries to answer the following question: what is required to become a history teacher? The research, characterized as a case study, used as a methodology the formulation and application of two questionnaires, taking into consideration the students' entrance time in the course and the influence of the supervised internship discipline, thus attending the beginning and end students. of course. The bibliographic dialogue approached authors such as Silva (2000), Brzezinski (2002), Rosmann (2014), among others, in support of the problematizations pointed out. It is known that the idea that the teacher's identity is eminently constituted in practice and experience on the “floor of the room” is almost unanimous. However, it takes more than the pure and simple experience in the school environment to constitute the identity of a teacher, since it is a profession of constant construction and reconstruction of teaching knowledge and skills.
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