Teacher education and identity in full-time public schools in São Luís – MA

This article aims to reflect on the continued training of teachers based on the State Education Plan for full-time public schools in the city of São Luís-MA and its impact on the process of building teacher’s identity, highlighting aspects such as acquired skills in teacher’s work in the face of new social paradigms and conceptual issues that differentiate full-time from full-time training. This is a qualitative research and is a bibliographic study in which secondary data from official reports, institutional documents and academic articles were analyzed. The methodology is based on the historical-dialectic materialist method, as the understanding of the determinants that define pedagogical practices go through the concrete, up to the scope of the researched object. As results of this research, the guidelines of Maranhão government’s education plan are presented, which cover the training of teachers and include the fundamental skills, techniques and knowledge for improving the teaching-learning process in full-time schools, thus contributing to the formation of the teacher’s identity of full-time school teachers.