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

Detalhes bibliográficos
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
Resumo: 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.
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spelling Self-intensification and the ideology of care: a study on the work of primary school teachersAUTOINTENSIFICAÇÃO E A IDEOLOGIA DO CUIDADO: UM ESTUDO SOBRE O TRABALHO DAS PROFESSORAS DO PRIMEIRO CICLOIntensidade do trabalhoIdeologia do cuidadoProfessoras alfabetizadorasIntensity of workIdeology of carePrimary school teachersThe 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.O objetivo deste artigo é apresentar os resultados da investigação no âmbito do mestrado em Educação cujo objetivo foi investigar a percepção das docentes da rede estadual paulista em relação à intensidade do trabalho. A fundamentação teórica se apoiou no conceito de intensidade do trabalho estabelecido por Dal Rosso (2008,2015) e no debate sobre intensificação e intensidade do trabalho docente realizado por Apple (1995) e Hypolito (2009) e de docência e gênero realizado por Carvalho (1999) e Chamon (2005). A pesquisa de campo recorreu à técnica de grupo focal. Os resultados indicam que percepção dos docentes no que concerne a alta intensidade do trabalho se atribui especialmente ao alongamento da jornada de trabalho, ao rompimento das fronteiras entre tempos de trabalho e de não trabalho, à alta dosagem emocional exigida. Além disso, o conjunto de dados permitiu indicar a presença de um processo de autointensificação do trabalho entre as docentes alfabetizadoras.Universidade Federal de Minas Gerais2024-01-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/trabedu/article/view/4141010.35699/2238-037X.2023.41410Trabalho & Educação; Vol. 32 No. 3 (2023); 151-168Trabalho & Educação; Vol. 32 Núm. 3 (2023); 151-168Trabalho & Educação; Vol. 32 No 3 (2023); 151-168Trabalho & Educação; v. 32 n. 3 (2023); 151-1682238-037X1516-9537reponame:Trabalho & Educação (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/trabedu/article/view/41410/39705Copyright (c) 2023 Trabalho & Educaçãohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessFernandes, Bárbara PereiraPenna, Marieta Gouvêa de Oliveira2024-01-24T23:09:51Zoai:periodicos.ufmg.br:article/41410Revistahttps://periodicos.ufmg.br/index.php/trabedu/indexPUBhttps://periodicos.ufmg.br/index.php/trabedu/oaiassinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com2238-037X1516-9537opendoar:2024-01-24T23:09:51Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Self-intensification and the ideology of care: a study on the work of primary school teachers
AUTOINTENSIFICAÇÃO E A IDEOLOGIA DO CUIDADO: UM ESTUDO SOBRE O TRABALHO DAS PROFESSORAS DO PRIMEIRO CICLO
title Self-intensification and the ideology of care: a study on the work of primary school teachers
spellingShingle Self-intensification and the ideology of care: a study on the work of primary school teachers
Fernandes, Bárbara Pereira
Intensidade do trabalho
Ideologia do cuidado
Professoras alfabetizadoras
Intensity of work
Ideology of care
Primary school teachers
title_short Self-intensification and the ideology of care: a study on the work of primary school teachers
title_full Self-intensification and the ideology of care: a study on the work of primary school teachers
title_fullStr Self-intensification and the ideology of care: a study on the work of primary school teachers
title_full_unstemmed Self-intensification and the ideology of care: a study on the work of primary school teachers
title_sort Self-intensification and the ideology of care: a study on the work of primary school teachers
author Fernandes, Bárbara Pereira
author_facet Fernandes, Bárbara Pereira
Penna, Marieta Gouvêa de Oliveira
author_role author
author2 Penna, Marieta Gouvêa de Oliveira
author2_role author
dc.contributor.author.fl_str_mv Fernandes, Bárbara Pereira
Penna, Marieta Gouvêa de Oliveira
dc.subject.por.fl_str_mv Intensidade do trabalho
Ideologia do cuidado
Professoras alfabetizadoras
Intensity of work
Ideology of care
Primary school teachers
topic Intensidade do trabalho
Ideologia do cuidado
Professoras alfabetizadoras
Intensity of work
Ideology of care
Primary school teachers
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/trabedu/article/view/41410
10.35699/2238-037X.2023.41410
url https://periodicos.ufmg.br/index.php/trabedu/article/view/41410
identifier_str_mv 10.35699/2238-037X.2023.41410
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/trabedu/article/view/41410/39705
dc.rights.driver.fl_str_mv Copyright (c) 2023 Trabalho & Educação
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Trabalho & Educação
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Trabalho & Educação; Vol. 32 No. 3 (2023); 151-168
Trabalho & Educação; Vol. 32 Núm. 3 (2023); 151-168
Trabalho & Educação; Vol. 32 No 3 (2023); 151-168
Trabalho & Educação; v. 32 n. 3 (2023); 151-168
2238-037X
1516-9537
reponame:Trabalho & Educação (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Trabalho & Educação (Online)
collection Trabalho & Educação (Online)
repository.name.fl_str_mv Trabalho & Educação (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv assinete@fae.ufmg.br||revista.nete@fae.ufmg.br||hormindojunior@gmail.com
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