A construção do “eu” professor

The complexity of constructing a teacher identity has been considered one of the pillars of significant teacher training processes for decades. Understanding its constituent elements and dynamics can provide important input for professional development. Given this scenario, this article proposes to investigate aspects of teacher identity and its dynamics in the constitution of the teacher, based on (self)reflective processes. From a theoretical point of view, we will base our discussions on Lacanian psychoanalysis and Dubar's professional sociology. The investigation was conducted with in-service teachers, who were taking a postgraduate course in the area of ​​teacher training, and was based on the production of self-drawings and guided reflective processes. The results allow us to infer about the appropriation of the proposal by the subjects involved, provoking questions about the very process of constitution of the “teacher self”.