Trabalho e mal-estar docente: uma análise de dissertações e teses da área da educação da última década

Abstract

This research aimed to analyze dissertations and theses in the area of education, published in the last decade in the Southeast region, in order to understand how research understands/perceives the phenomenon of teacher malaise, whether it occurs in the researched reality, how it manifests itself and what are the measures listed as possibilities for overcoming this evil. Guided by the presuppositions of bibliographical research and state of knowledge, we had José Manuel Esteve as a theoretical reference, adopting a sociological approach. The works analyzed indicate that there are ways to minimize such situations, we believe in the mix of possibilities:

public policies linked to spaces for debate/health within the school, promoting the self- esteem of the teaching staff, however, without placing them as the only being capable

of to heal. To detail the above questions, this dissertation was constructed in two sessions. The first section addresses the history of teaching socially and historically, ranging from its emergence linked to the church to the substantial attacks it suffers in capitalist society, as well as the definitions of work and teaching work, its relationship with the pheninine and its quality meters. The second section addresses the categories of analysis and the convergent and divergent aspects (approaches and differences) of the studies analyzed in the light of our theoretical framework, we seek to elucidate that even if there are different approaches to analysis, whether sociological or psychological, we defend and corroborate with the sociological approach. As a result, we could see that teachers are teaching through suffering, poor structural conditions, high workload, etc., as the literature in the area indicates. We realize that education ends up more and more in dialogue with the logic of efficiency/effectiveness, moving away from its real function.