MAPPING THE PRODUCTION OF CAPES DISSERTATIONS AND THESES AND THE STATE OF KNOWLEDGE ON THE TOPIC OF TEACHER IDENTITIES AND TEACHER EDUCATION
Background: The identity crisis, a phenomenon that manifests itself in different aspects of life, is also present in the professional field, significantly impacting teaching performance. Objectives: This study aimed to map, through a State of Knowledge review, the themes of "teacher identity" and "teacher training" in Education in master's dissertations and doctoral thesis developed in Postgraduate Programs in Brazil, from 2020 to 2023, registered in the CAPES Catalog of Theses and Dissertations. Design: This is an exploratory study that also aimed to discuss the national context of publications on these themes, specifically in undergraduate degree programs in Science and Biology. Results: The results indicate that Teacher Identity is known by contemporary tensions, such as the crisis of schools in the knowledge society, the challenges of digital inclusion, and the structural fragility of public schools. Furthermore, official documents establish guidelines for teacher training, but their implementation faces problems such as the depreciation of teaching degrees, technocratic training, and gender conflicts. Conclusions: The New High School curriculum and its educational pathways accentuate the fragmentation of knowledge and the burnout of teachers, reinforcing the need for policies that integrate training, working conditions, and social recognition of the profession.