Self-intensification and the ideology of care: a study on the work of primary school teachers
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Data de Publicação: | 2024 |
Outros Autores: | |
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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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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1797220515704733696 |