An identity under construction: teacher quilombola in João Surá community

This article presents teaching perspectives on the construction of the quilombola teacher 's identity through listening to those who constituted themselves as teachers in the Quilombola Diogo Ramos State College of the state of Paraná. Therefore, there is a contextualization about Quilombo and Quilombola School Education, having as reference Silva (2011), Miranda (2018) and Gomes (2012). The objective of this article is to highlight the narrative of eight teachers about the ways they perceive their professional teaching identity (GOMES, 2005 and WOODWARD, 2000) in quilombola territory. The problem is part of an ongoing research of qualitative nature, having as methodological support the autobiographical method. Information was raised about Quilombola School Education and its legal bases, as well as listening to the experiences of teachers that allowed us to understand how they perceive their identity construction as a teacher in an educational modality that is permeated by specificities that cross personal experiences, teachers and teachers of the subjects of this research.