Saberes docentes e estratégias de mediação do sofrimento relacionado ao trabalho : um estudo com professores da rede pública de educação básica.

Abstract

This research aimed to describe and analyze how the teaching knowledge is articulated to the strategies of mediation of the suffering of teachers of the public network of Basic Education in two municipalities of Vale do Rio Pardo/RS. In order for this to be possible, we list the following specific objectives: to understand and analyze the changes in work and teaching work and its impact on the mental health of teachers; analyze the mediation strategies of suffering that are developed by teachers; establish a dialogue between the theories of Maurice Tardif, Yves Schwartz and Christophe Dejours in relation to the teacher‟s knowledges. The research apprehends elements of historical-dialectical materialism and psychodynamics of work, in addition to a support of ergology as theoretical bases under which theoreticalpractical understandings about the studied field occurred. For this, we used the qualitative research methodology, in which semi-structured individual interviews and focus group meetings were held with teachers from municipal and state public schools, totaling ten participating teachers. The analysis and interpretation of the information took place through content analysis. Bearing in mind that work is a producer of pleasure and suffering at work, when the last one becomes bigger, workers usually develop strategies to not get sick and, for that, they use their knowledge, even if unconsciously. The main results of the research indicate that the knowledge that leads to the adoption of mediation strategies for suffering is constituted as teachers acquire greater life and professional experience, using theoretical knowledge and tacit knowledge. Thus, we are faced with the presence of defensive, resistance and coping strategies as ways that teachers have found to deal with the suffering of work, with resistance strategies being the most evidenced by the research participants. Among the knowledge that they use and that are articulated to the strategies, we highlight the knowledge of the experience, the knowledge invested and the practical intelligence. We conclude that not only does knowledge contribute to the development of mediation strategies for suffering, but these also provide the formation of new knowledge. This means that the knowledge and strategies of mediation of suffering “go together”, being difficult to separate them, when we try to explain the way of functioning and how they occur. We believe that when teachers have spaces to talk more about work, making exchanges and reflecting on the ways in which they have been acting in the face of difficulties and suffering arising from work, sharing knowledge and experiences, it is possible that they will become aware of some mediation strategies for suffering. As they are more aware of this, they can collectively think of new ways of dealing with the adversities of work that cause suffering, in an attempt to find ways of coping and experiencing greater pleasure at work.