Nas trilhas da atividade docente : análise da relação saúde-trabalho de professores de Educação Física no cotidiano escolar

• Autor(a) principal: Almeida, Ueberson Ribeiro
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/4606
• topic: Teachers’ work; Health; Uses of itself; Daily school; Ergology; Physical education; Atividade docente; Usos de si; Cotidiano escolar; Ergologia; Educação física; Professores de educação física; Saúde e trabalho; Ambiente escolar; Educação Física; 796

The research investigates the health-work relation in the activity of Physical Education teachers in a public polyvalent school, aiming at understanding how teachers have been dealing with daily adversities and noxiousness in favor to the production of health at work. To do so, it is based on the Ergology-Ethnography articulation as theoretical-methodological framework, having the Ethnography as methodological instrument considering the data production and Ergology as motto of working analysis. It talks about the concept of Activity and Work by the Ergology point of view, therefore activity as space of intelligent micro management that are produced in the gap between the antecedent norms (prescriptions, orders, codes, concepts, knowledge, values) and the real work. The work is conceived as “uses of itself by itself and others”; expression of value games and constructed norms, not “somewhere” else, but in the ambit of the working, political and society places. It adopts the concept of “vitalistic” health of Georges Canguilhem, whose understanding breaks with the doctor-biologicist model that leases normality to health through statistical patterns and proposes that it is only possible to know the health condition when people are considered in relation to their ways and potencies to create singular norms able to make life “livable”. It concludes that some values, norms and prescriptions that cross the Physical Education teachers’ work have been using modes of subjectivity that force teachers to do a “bad” job when they reduce the autonomy, not value their knowledge and give low symbolic value to their activity. On the other hand, it shows that teachers struggle creating defenses against suffering, and that, specially, through activity, renormalize; create rules, prescriptions, and norms; produce health at work. It is also understood that knowledge and “uses” mobilized by the teachers trespass the pedagogical ideal of the Physical Education subject, what enables to affirm that teachers engage more of themselves in the work than the tasks solicit.