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Sofrimento psíquico e trabalho docente: representações sociais [Psychological suffering and the teaching work: social representations]

RODRIGUES, M. A. P. Sofrimento psíquico e trabalho docente: representações sociais [Psychological suffering and the teaching work: social representations]. 133 p. Master’s Dissertation –  UECE. Fortaleza (CE), 2008.

Available on: http://uece.br/cmasp/dmdocuments/mariaauxiliadora_2008.pdf

This study aimed to apprehend the social representations of teachers concerning the teaching work in public schools in Fortaleza. The research had the Social Representations Theory as theoretical support, with the use of a multi-method approach. The participants of the research were composed of 102 teachers and it was carried out during the months of March to June of 2006. To the data collection, The Test of Free Association of Words was used with five inductive stimuli. The semi-structured interview, the Thematic Drawing-and-Story Procedure and free observation. The evocative words were processed in Tri-Deux-Mots Software and interpreted by the factorial analysis of correspondence. The corpus was constituted by 11 recorded interviews which were transcribed and organized based on the content analysis technique proposed by Bardin (1977). The factorial analysis of correspondence was carried out from the reading of the evocative words distributed in opposite manners on the axes F1 and F2, pointing out the most frequent words and contributing this way in a relevant manner in the sense of validating the study, delineating in a schematic way the social representations of the participants of the study. The speeches were grouped in unities of thematic analysis, followed by categories and subcategories that are: Theme 1 School and teaching work; 1) Teaching work and its difficulties subcategories, depreciation of the profession and work conditions; 2) Teaching work as self-satisfaction subcategory fountain of happiness and achievements. 3) School and permanent instruction subcategory self-instruction identity process gender relations; social representation and teaching-learning process; 4) Affection and link in relationships subcategory motivation for teaching, learning and living with;. 5) Injustice and exclusion at school subcategories differences and challenges school exclusion. In the first category, the social representations emerged such. depreciated wok. unrespectable, tiring, exhausting, the lack of work conditions, depreciated schools, government disregard, low salaries. The prepared representations were constituted of “work as gift”, very good work, self-satisfaction, teachers’ motivation to teach, conflicting relationships among colleagues and the lack of support to teachers, fear of news, lack of qualification of teachers to deal with diversity.

Walter Trinca Copyright 2001 – All rights reserved.

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