Identidade profissional no estágio supervisionado de educação infantil: Uma revisão sistemática
DOI:
https://doi.org/10.1590/1980531412111Palavras-chave:
Identidade Profissional, Formação Docente, Pedagogia, Educação InfantilResumo
Este estudo sistematiza 24 investigações empíricas publicadas de 2019 a 2024 em bases indexadoras (Scopus, Web of Science e SciELO), seguindo o protocolo PRISMA. Analisam-se quadros teóricos, metodologias e enfoques para abordar a identidade no contexto do estágio supervisionado (practicum) em educação infantil. Os achados mostram concentração da produção no Norte Global, predomínio de desenhos qualitativos transversais e marcada heterogeneidade conceitual, além de escassez de estudos longitudinais e ausência de abordagens de métodos mistos. Embora se observem avanços na prática reflexiva e na agência docente, essas restrições limitam o acúmulo comparativo e a compreensão da identidade como processo relacional, ético e situado.
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