Self-intensification and the ideology of care: a study on the work of primary school teachers

• Autor(a) principal: Fernandes, Bárbara Pereira
• Data de Publicação: 2024
• Outros Autores: Penna, Marieta Gouvêa de Oliveira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Trabalho & Educação (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/trabedu/article/view/41410
• topic: Intensidade do trabalho; Ideologia do cuidado; Professoras alfabetizadoras; Intensity of work; Ideology of care; Primary school teachers

The aim of this article is to present the research results conducted within the scope of the Master's in Education program, which aimed to investigate the perception of teachers in the São Paulo state educational system regarding the intensity of their work. The theoretical framework was based on the concept of work intensity established by Dal Rosso (2008, 2015) and the debate on the intensification and intensity of teaching work conducted by Apple (1995) and Hypolito, Vieira, and Pizzi (2009), as well as discussions on teaching and gender by Carvalho (1999) and Chamon (2005). The field research employed the focus group technique. The results, in turn, indicate that teachers' perception of high work intensity is attributed primarily to the extension of working hours, the blurring of boundaries between work and non-work times, and the high emotional demand required. Finally, the dataset allowed for the identification of the presence of a self-intensification process of work among the literacy teachers.