THE PROFESSIONAL IDENTITY OF THE PEDAGOGUE IN THE CONTEXT OF THE MILITARY DICTATORSHIP IN BRAZIL

Abstract

The period of the military dictatorship in Brazil, from 1964 to 1985, directly impacted the area of education, as the military made this moment an instrument for the transmission of their ideologies. For this reason, higher education was one of the targets of this government, since they would act in schools in the future and should, imposingly, meet the dictatorial and ideological interests of education imposed by the military government. As a result, the following question arose: What was the professional identity of the pedagogue during the period of the military dictatorship in Brazil? It aimed to discuss the professional identity of the pedagogue in the context of the military dictatorship. The methodology used was bibliographic and documentary research (Gil, 2010), with a qualitative approach. The technique used for data analysis was Bardin's (1997) content analysis. This study revealed that the pedagogy course underwent changes in its organization, in order to meet the interests of the capitalist system of production. In view of this, the professional identity of the pedagogue was defined in qualifications, following the business model and the technicist liberal tendency. In opposition to this model of training imposed by the military, social movements of educators and other instances of education emerged, as a means of fighting against the ideologies of the military and the impositions of this type of training on teachers. Therefore, the professional identity of the pedagogue has always been marked by instabilities, and underwent modifications in the period of the military dictatorship, training pedagogues to serve as uncritical labor and propagate the ideals of the technicist tendency in their teaching practice, with the objective of maintaining the current order.