A IDENTIDADE INSTITUCIONAL DOCENTE NO IFCE:

This article presents an assessment of the institutional identity of teachers in the search for changes in technological professional education in Ceara. Over the years, Federal Institutes have created specific normative acts to ensure not only their survival, but mainly to consolidate their identity as a multidisciplinary teaching activity. Starting from this principle, when we identify a new institutionality and its complexity, we find important official documents that try to reach this goal. Among these official documents are the law for the creation of Federal Institutes (No. 11,892, December 28, 2008), the Institutional Pedagogical Project (PPI) and the Resolution of the IFCE Superior Council (Consup) (No. 39, August 22, 2020). The main objective of this research is to analyze such reference official documents correlating their processes of constitution of the teaching identity in local professional education to identify coherence between them and the mechanisms of consolidation of our institutional and teaching identity in the Federal Institute of Education, Science and Ceara Technology (IFCE). The results show a perception that we are still in the process of maturing our "new institutionality", due to the complex processes of changes in its operating guidelines and pedagogical proposals in its more than 100 years of existence, and that the mechanisms provided for in these official documents they need to be more diffused by the academic community.