Fernandes Carla Natalina da Silva, Souza Maria Conceição Bernardo de Mello E
Universidade Federal de Goiás (UFG), Regional Catalão. Curso de Enfermagem. Catalão, Goiás, Brasil.
Universidade de São Paulo (USP), Escola de Enfermagem de Ribeirão Preto, Departamento de Enfermagem Psiquiátrica e Ciências Humanas. Ribeirão Preto, São Paulo, Brasil.
Rev Gaucha Enferm. 2017 Jun 26;38(1):e64495. doi: 10.1590/1983-1447.2017.01.64495.
To identify and analyze the relation between biographical and relational processes in constituting the professional identity of the nursing course faculty in higher education institutions in the state of Goiás, Brazil.
This study is a qualitative research, data were collected in 2014, attended by 11 teachers from four nursing courses. A semi-structured interview was used. Data analysis was guided by the thematic content analysis modality and discussions used the theoretical-philosophical framework of Dubar.
Three thematic categories were identified: The entry into higher education teaching in nursing; The identity construction process of teaching in nursing and; Identity, career and permanence in the teaching profession.
The constitution of the teaching professional identity required a complex negotiation between the biographic and relational aspects, highlighting the search for professional faculty development mechanisms.
