Abstract

This research proposes as an objective to explore the particularities of the discourse of teacher identity in the professional life stories of professors who lived in active labor or as pedagogy students, the Chilean dictatorial period (1973-1990). For the analysis, Greimas’ actantial scheme was used as a methodological tool to address the narrative structure that shows the forces and actants that mobilize professional stories. The review made it possible to visualize a high similarity between the reports. The relevance of the political militancy of teachers and the search for recognition in their stories stand out in the analysis.