A identidade docente sob a ótica das políticas educacionais

The study analyzes the legal perspective on teaching identity, conceived as a continuous, dialogical, and socially constructed process. Based on Dubar (2005), Pimenta (2009), and Nóvoa (1992), its approach is qualitative and documentary, grounded in CNE/CP Resolutions No. 02/2015, No. 02/2019, and No. 04/2024. The results indicate that these regulations influence teacher education processes but do not clearly define the concept of professional identity. It is concluded that teaching identity depends on the socio-political context, and the importance of teacher autonomy and appreciation is reinforced.