Mal-estar docente, trabalho e adoecimento profissional nos territórios da escola pública estadual de Santa Rosa/RS

• Ano de defesa: 2021
• Autor(a) principal: Rodrigues, Marcelo Ordesto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Cerro Largo; Programa de Pós-Graduação em Desenvolvimento e Políticas Públicas; UFFS
• Palavras-chave em Português: Educação; Trabalho; Professores; Doenças ocupacionais; Atenção à saúde; Mal-estar
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/4413

This investigative work consists of a study on teacher malaise, work and professional illness in the territories of the state public school in Santa Rosa/RS. It aims to highlight its implications for health, daily school life and professional, affective, physical and emotional life of Basic Education professionals. A research was carried out based on a qualitative approach, with an emphasis on bibliographic, documentary and oral labor history records, taking into account narratives of nineteen professionals: teachers and directors (aged between 32 and 64 years old, 15 females and 4 students) belonging to two school units of the State Public Teaching Network of the Municipality of Santa Rosa, Rio Grande do Sul. For this purpose, interviews were conducted using as reference a set of twenty-nine open questions, subdivided into blocks. The Research is organized in introduction, development, final considerations, bibliographical references and annexes. With regard to development, three parts stand out, in the form of chapters. In chapter 2 the understanding of the ways in which disruptive structures materialize in the organization of the professional environment is highlighted. In chapter 3, the reflective debate is about the changes introduced in society in recent decades that have produced new forms of subjectivation and, also, malaise. And, in chapter 4, the processes of implementation of the new rationalities and the contradictions of their insertion in educational spaces are revealed from the narratives on the oral history of work. As a result, it can be said that the investigation explains the emergence of the individualization of suffering in the territories of Brazilian and Gaucho public schools. Suffering subjectivity lays bare the dysfunctionality in school environments. A new rationality is established, through an “invisible hand”, which regulates and creates new relationship patterns and imposes cost reduction, intensification and precariousness of work relations, as an important management and control instrument.