IDENTIDADE E SABERES DOCENTES: UMA ANÁLISE A PARTIR DA EPISTEMOLOGIA DE LUDWIK FLECK.

This article aims to understand how university professors construct their professional identity, based on Ludwik Fleck's Epistemology. Based on these, the following guiding question arises: How is training and knowledge constituted in the teaching development process of science teachers at Federal University of Northern Tocantins (UFNT)? Aiming to analyze how the professor in the area of Natural Sciences at UFNT constitutes his training and knowledge in his teaching professional development process. The research was developed within a qualitative approach, characterized as Case Study. Regarding data collection, an individual interview was carried out with professors from the Natural Sciences area of the University, in relation to data analysis, we started from Fleckian a priori categories: Style and Collective of Thought and based on the interviews the a-posteriori categories were constructed: Teaching Identity and Teaching Knowledge necessary for higher education. It was possible to identify, in the discourse produced by this analysis methodology, the structural elements of teaching identity, therefore, the data reveal that each teacher interviewed confers on teaching activity in their daily lives based on their values, the way of situating themselves in the world, their life history and, mainly, their knowledge. [ABSTRACT FROM AUTHOR]