Daily Experiences at Work and its Susceptibilities: a pathology as an end

• Autor(a) principal: Coletta, Carolina
• Data de Publicação: 2020
• Outros Autores: Berlato, Heliani
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Eletrônica de Ciência Administrativa
• Texto Completo: http://www.periodicosibepes.org.br/index.php/recadm/article/view/2800
• topic: Management; Burnout syndrome; inclusion; special education; Administração; síndrome de Burnout; inclusão; educação especial

The article aims to comprehend if the work done by teachers with intellectually disabled persons may be associated with burnout syndrome. These professionals are more likely to suffer from emotional exhaustion, depersonalization and reduced personal accomplishment – dimensions of the syndrome – due to the work with high and intense personal involvement with intellectually disabled persons. Direct observations were conducted in an Associação de Pais e Amigos dos Excepcionais (APAE) facility in São Paulo state. Semi-structured interviews were conducted with special educators from APAE, followed by discourse analysis. The results indicate that there are no signs of depersonalization. However, there are signs of personal accomplishment and emotional exhaustion. Emotional exhaustion relates to the need of more support from staff members, and the study highlights that the institution’s structural disorder may create conditions to the syndrome, which affects the development and, as a consequence, the inclusion of people assisted by the institution.