Organização do trabalho escolar e o mal-estar dos professores: o desafio de integrar pessoas

• Autor(a) principal: Tolfo, Silvia Regina Basseto
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/0013000008z25
• Texto Completo: http://repositorio.ufsm.br/handle/1/13624
• topic: Trabalho escolar; Professores; Mal-estar docente; Bem-estar docente; Integrar; School work; Teachers; Teacher Malaise; Teacher Welfare; Integrate; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This masters dissertation is part of LP2 Pedagogical Management and Educational Contexts research line of Public Policies and Educational Management Postgraduate Program, Master's Degree, of Federal University of Santa Maria (UFSM) and it aimed at comprehending how forms of school work development can be guided from the demands generated by the situations of teacher malaise, experienced by teachers in a public school of basic education scope. We understand that comprehending the school work and its dynamics inside educational contexts requires establishing relations between the conditions in which teachers practice teaching, realizing how it reflects in the onset of teacher malaise and how is it possible to set feasible strategies to confront it, promoting teacher welfare. For this purpose we seek answers to the problem: Which conditioning factors interfere in teachers participation in processes of work organization and development in front of teaching malaise situations? This qualitative study sought to understand how the elements are characterized, identified as teacher malaise intensifiers in the researched school; how the working conditions affect the ways in which teachers assume their role in the educational processes, in what way issues related to teacher malaise condition the pedagogic supervision of teachers and what actions could compose a proposal of school organization based on the demands evidenced by the research. As information collection tools, semi-structured interviews directed to ten participants were used, also a field diary used by the author. The interviews were analyzed according to the steps of the Bardin's Content Analysis, producing three categories in the first research question: Work Conditions: unsolved dilemma; Interpersonal Relationships: Collectivity x Competitiveness and professional dowgrading: The disenchantment with the profession. Therefore, those generated three in the second research question: Commitment as element of the teaching role; It's not always easy to continue and Strategies to remain in the profession. In the third were two: The importance of pedagogic supervision/meetings: Exchange space and School management and its aspects. From the analyzes, it was possible to highlight as main intensifiers of teacher malaise: the precarious working conditions found in school; lack of collective and sharing experiences; professional devaluation. Therefore, teachers feel that their work efficiency is impaired by the precarious conditions in which they teach, however they prove commitment to their doing. It was observed that there is still a need for greater pedagogical accompaniment of teachers and organization of spaces for meetings that favor sharing experiences, favoring the integration and the possibility of teachers participating in the processes of school work organization. All these findings allowed the construction of the product, proposed in the fourth research question: a Continuous Training Program for teachers, organized based on their suggestions and the demands that were evidenced with the research, constituing a space for reflection and group integration, expanding the possibilities of their teaching action, helping in this way, in facing the malaise in order to achieve teacher welfare.