A medicalização na vida e as professoras de educação infantil no município de Caldas Novas.

Abstract

This study investigates the effects of medicalization on the lives of Early Childhood Education teachers in the city of Caldas Novas/GO. The research included the participation of eleven educators, aged between 31 and 59 years old, all women and early childhood education teachers. When noting that common life situations have been considered pathological, I reinforce the need to listen to these teachers, who, before being teachers, are women. The present research has as its research problem: what are the effects of the medicalization of teachers on the lives of Early Childhood Education teachers in Caldas Novas/GO? This research uses the cartographic methodology, which followed the movements of teachers from a Municipal Early Childhood Education Center in the city of Caldas Novas, Goiás. The cartographic methodology is a method that is open to new things, without a defined path. It is not like a recipe where you just need to follow the measurements and add the ingredients. This research was open to listening, where the educators reported their professional experiences, meetings and discussion groups were held. The discussion groups aimed to give voice to the participants, in order to allow an effective participation in the process, by allowing the exchange of experiences, as well as the exchange of informal experiences, where the difficulties and satisfactions faced in teaching practice were presented. During the speaking sessions, they showed different experiences in the contexts in which they work, such as precarious work, overload of tasks, excessive demands from society, the invisibility of early childhood education professionals, struggles, physical and emotional exhaustion, experiences of violence and illness. Even when faced with so many difficulties and challenges, teachers develop resistance strategies to maintain their careers. Furthermore, active participation in discussion groups highlighted the importance of permanent listening spaces and points to the need for public policies and ongoing training that recognize and support these professionals.