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This study consists of bibliographic research, with a qualitative approach and exploratory nature. It aims to discuss the impacts of an identity crisis on the construction of the professional identity of teachers in the context of postmodernity. At first, it deals with concepts regarding the subjects’ identity in different phases of the modern period, as well as the causes that led to the postmodern identity crisis. Next, it addresses the signs of crisis in the formation of teacher identity in this period and the main challenges involved. Therefore, the theoretical basis receives the contributions of authors such as Giddens (1991, 2007), Bauman (2001, 2005), Hall (1998), Castells (2003), and Lévy (2010), among others. It is observed that teachers’ practice is filled with fears and uncertainties between traditional and contemporary pedagogical guidelines. Postmodernity has demanded a reformulation of teachers’ identity based on a doubtful and fragmented ground over the years since the professional establishment. Among the main challenges for teacher identity formation, there is the need to make the profession appealing, to keep professionals greatly qualified in teaching and to make them realize that their education must be continuous and permanent since it will never be complete.

A CRISE DA IDENTIDADE NA PÓS-MODERNIDADE: REFLEXOS NA FORMAÇÃO DA IDENTIDADE DOCENTE