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The article comes from an investigation whose objective was to analyze how the professionalism of the teacher with more than five years of teaching experience in the early years of elementary school is remade when becoming a beginning teacher in early childhood education. Of a quantitative-qualitative nature, the instruments used were the questionnaire (Likert Scale) and the semi-structured interview. The data indicate that the participants experienced learning in their first teaching experience that contributed to the quality of the experiences in the new stage with regard to relational and disciplinary knowledge. Regarding the part of professionalism that is rebuilt, there are pedagogical knowledge - the central point of this teaching (re)construction in the different beginnings of teaching - as they keep characteristics, knowledge, skills and competences specific to the new stage of teaching. The study confirms the need for greater attention to "initiations", considering that the beginning of teaching cannot be considered a single moment in the profession. It is about defending the use of the term "beginnings" in the plural, since the time of teaching experience does not guarantee specific knowledge and knowledge to the different stages of teaching, since in each new beginning, the teacher is faced with the need to (re)construct their professionalism. [ABSTRACT FROM AUTHOR]

The research emerges from the scene of crises and contradictions involving education, the teachers and their identity. In an attempt to unveiling this identity in order to find elements that contribute to the construction of the teaching profession, we started with the assumption of the importance of investing in personal development teacher, contemplating their affection. The objective was to identify as from speech and practice's teachers the constituent aspects of the dimension (socio-) affective identity of the teachers. This is a qualitative research, as instruments of data collection observations and semi structured interviews. The information include different categories of professional teaching, so that you can visualize how the affection assumes keys role in the formations and work of teachers, since their development enables the construction of the differentiated pedagogical practice, facilitating the elaboration of pedagogical collective and even when recognized and developed in undergraduate, contributes to personal beliefs and principles may be reassessed under a scientific perspective and professional. [ABSTRACT FROM AUTHOR]

The objective of this project is analyse related issues to the profissionalization and teaching professionality in which refers to Degree in Computing. This study was conducted from the analysis of some curricular matrices elements in courses of Degree in Computing in development at UNEMAT, in Cáceres and Colider, of legislation items concerning, and the context of these courses and of the current discussions about the professional computing teacher. The standards that guide this formation and curricular proposals present contradictions: the course is a graduation, but the definition of the professional profile is not restricted to teaching; the graduates will be teacher of Basic Education, but there's not this field of action or discipline provided in the parameters that guide the teaching organization, unless in highschool, in whose PCNs are provided knowledges, competences and abilities in the Computers area. The professional formation proposals that were analysed, both the Guidelines for Teacher Training and the curriculum of the Brazilian Computer Society, showed theyself oriented by "flexible" professionals demanded by the contemporary society, they have to be able to act in more of a working field. It makes difficult the constitution of the teaching professionalism and the function of initial formation courses in the task of contributing for the profissionalization of the teacher profession. [ABSTRACT FROM AUTHOR]