"A grande questão para ser professor é saber criar mecanismos para não adoecer" : prazer e sofrimento no trabalho e as estratégias elaboradas por docentes de escolas estaduais.

Abstract

Countless transformations have occurred on working world, since producing was always present in society`s life, even when we refer to the beginnings of mankind. Therefore, teachers also went through changes in working world, specifically the transformations on the educational field, having their rights and duties described in laws. However, is possible to notice some differences between what is on guidelines and what really happens on day-to-day practice, as well as on teaching work conditions. Thus, the present research has the objective of investigating what is the work`s organization influence in the production of state public school teachers‟ pleasure and suffering, also considering developed strategies to avoid suffering. This work was developed from a qualitative field research, in which eight state school`s teachers from Santa Cruz do Sul`s city were individually interviewed, through Snowball methodology. For the analysis and interpretation of the information, as well as for the theoretical basis we used the presuppositions of the Work Psychodynamics (adaptation of the strictu sensu methodology, which includes pre-research, research and validation). Thereby, we found the following four thematic axes: transformations in the working world and education, where teachers have described their perceptions about changes in the field in recent years; work organization, which covers education as a whole and not only the specific workplace of each professional; dynamics of pleasure and suffering in the teaching category, where there are aspects that lead to suffering, but can also be turned into pleasure, mainly through recognition; and finally, strategies developed by teachers, in which we are faced with two ways they find to deal with everyday adversities: defensive strategies and work permanence strategies. We came to the conclusion that the greatest source of pleasure, which reflects on their investment in work, comes from the students‟ recognition, as well as from the possibility of watching them grow and develop over the years, which stimulates them to continue to carry out their work. However, we verified that these professionals consider that there is little recognition from society about their category, as well as they feel discouraged by the public managers and in addition to not earning decent wages, still have them parceled out. Therefore, we are led to think that we need to invest more in education as well as granting the teachers greater recognition, so they can turn their suffering into pleasure by realizing that their dedication has a meaning.