Olhares sobre uma identidade em formação: O trabalho docente de professores atuantes na educação infantil universitária.

The study on screen takes a look at the teaching work of teachers in Basic, Technical and Technological Education (EBTT) working in university early childhood education, seeking to analyze the performance, training and career and the constitution of their professional identity. It is based on the analysis of the subjectivity of teaching work and the constitution of the identity of the teacher based on the logic of productive restructuring of capital, in a dialectic perspective. The set of reforms implemented in Brazilian education in recent decades, directly impacted the teaching performance at all levels of education, causing significant changes in their daily practices and professionalism. For those who work in early childhood education, the effects are even greater due to its nature and an identity still under construction. The study takes a theoretical-critical line, adopting a qualitative approach, using bibliographic research as a procedure, centered on research and theoretical discussions on training, professional identity, career and teaching productivity submitted to the logic of capital and on the nature of the Child Education Units (UEI) and their professionals. The results point out the contradictions and dilemmas experienced by EBTT professors inserted in a federal teaching career, submitted to the demands of high productivity in the triad teaching, research and extension for performance and progression, in addition to the need for continuing education to guarantee promotion and recognition career. The definition of the profile of the early childhood educator, in general, and his / her training are still in the process of constitution, which, together with the precariousness of work, for the EBTT teachers of the Child Education Unit (UEI) of the Federal University of Alagoas, the affirmation, appreciation and recognition become expressly posed challenges, in the search to build their careers and professional identity. [ABSTRACT FROM AUTHOR]