Identidade e formação de docentes universitários: reflexões acerca das visões de professores bacharéis ; Identity and training of university teachers: Reflections on the visions of bachelors teachers.

The objective of this study is to understand how the bachelors who teach calculus and physics classes at the Instituto de Física e Matemática da Universidade Federal de Pelotas are building and identifying themselves as professors of university. It is based on the assumption that the professor brings to the classroom a large experience acquired through studies and researches or the exercise of another profession, although they present little knowledge of practices and resources when it comes to sharing knowledge, making their professional experience from another activity in an almost null variant in the exercise of teaching. It seems to be a consensus, in this logic, that the identity of the professor is given by the specificity of the knowledge of the occupation of origin. Higher education, parting from its pedagogical construction, is presented as a complex act, from processes of efforts with questions of forming necessities to their adaptation to methodologies and institutional objectives. The data of this research was obtained through semi -structured interviews, applied to a sample of 04 (four) teachers who work at the Instituto de Física e Matemática of UFPel. The answers resulted and the theoretical references used to write the dissertation are based on the studies of Zabalza (2004), Cunha (2000, 2003, 2009), Pimenta and Anastasiou (2014), among others. The study is qualitative, supported theoretically in the researches of Bogdan and Biklen (1979), Ludke and André (1986) and in the content analysis of Bardin (2011). It was verified that the professors found some challenges at the beginning of their journey because they did not have pedagogical specialization courses for this profession;however, many barriers were overcome due to the qualification they carried out by their own, since university does not offer specific co urses to the professors. Also, it was verified that professors, although without specific training for teaching, identify themselves with this career, in which develop their researches, ...