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Teacher identities in high school: investigating narratives from disciplinary curriculum practices

The article presents results of a research project that investigates relationships between teacher identity processes and the notion of school discipline. From the methodological point of view, was constituted an empirical framework of narratives produced by the recollection of professional experiences in relation to school subjects. As a result, it is possible to deduce that identity processes disciplinary faculty are articulated the life experiences of teachers producing a stabilization dynamic in the curriculum. Allied to this aspect, are evident the difficulties around interdisciplinary practices, being the school discipline shaped generally as a kind of niche that protects teacher identities.

teacher identity; high school; scholar discipline; narrative


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