Profissão Docente E Identidade Profissional No Rumo Da Sustentabilidade Da Agenda 2030 Das Nações Unidas

Palavras-chave

Formação docente; Identidade; Sustentabilidade

Autores

• Valdenildo Pedro da Silva 0000-0002-9897-0026

Abstract

This research constitutes a state-of-the-art review of the scientific literature focusing on the 2030 Agenda. Adopted in 2015, the Agenda aims for global prosperity through the SDGs. SDG 4, specifically goal 4.c, seeks to increase the number of qualified teachers. The relationship between the teaching profession, professional identity, and sustainability remains a limited topic. The study aimed to build a state of knowledge regarding academic production on the theme, Teaching Profession and Professional Identity towards this Agenda, based on publications available in the CAPES portal between 2015 and 2025. The question was: What have the studies revealed about the teaching profession and professional identity in the pursuit of sustainability? The search used the descriptors: teaching profession, professional identity), and sustainability. The 34 theses and dissertations analyzed revealed a research field strongly linked to the Education area. The content analysis highlighted teacher identity as a central and multifaceted focus, influenced by training programs and career diversity. The studies demonstrate an expanding body of knowledge on the complexity of being a teacher.