摘要：This qualitative case study aims at understanding the process of constructing a teacher’s identity by professors in higher education in technology. The theoretical framework is based primarily on Tardif, Freire, Cunha, Pimenta and Frankl. The objects are professors in higher technological education courses. The instruments used for data collection are: observation, questionnaires and semi-structured interviews. Bardin’s technique of content analysis resulted in six categories: scientific knowledge; professional know-how; empirical-pedagogical knowledge; knowledge of humanization; existential gains and the administration of chronological time. A proposal of training demands is presented.
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