This article aims to review the literature focused on the construction of identity of Brazilian teachers in technological higher education who do not have specific training for this teaching. In addition to the Brazilian legislation, the research focuses on the assumptions of the Piagetian Constructivism, by the reflection of Paulo Freire in the critical construction of knowledge and the questioning of teaching knowledge in the light of Tardif. The findings of the research indicate the construction of a teacher’s identity that is based on the construction of knowledge; on the initial and continuing education of the teacher; in the experience of the teaching knowledge defended by Tardif; in the historic rescue of Professional Education and the guidelines for Brazilian Technological Higher Education.