Análise psicodinâmica do trabalho de professores de uma escola rural do município de Iranduba /AM

Abstract

The productive restructuration that reached its most ostensible form in the 80s and 90s, also had a massive impact on the educational system, creating new demands which had effects on the management and organization of teaching work. The purpose of this research was to understand aspects of the inter-subjective experience in the work of elementary school teachers in a public school, located in the rural municipality of Iranduba in Amazonas. A qualitative approach was made, taking the theoretical and methodological subsidies from the Psychodynamics of Work, utilizing the dejourian clinic of work as a technique by taking the following steps: pre-investigation, through the contact with the management and analysis of the demand; research itself, performed in eight meetings, in a space for talking, listening and clinical observation; and at last, validation or refutation of results. Seven teachers participated in the research. The study revealed that the organization of work is strongly marked by the gap between prescribed and real. The imposition of rules is mostly related to the given methodology and didactic material, often selected without prior notice and approval by the educators. The working conditions turn out to be inappropriate for teaching practice, with inadequate, insufficient or non-existent physical spaces, overcrowded classrooms and lack of teaching materials. On the one hand, the dynamics of the relationship involves the pleasure arising from the perception of students’ progress, and on the other, the pain associated with difficulty in establishing a partnership between families and school, in addition to impossibility to build a bond of trust with the hierarchy. The subjective mobilization is made possible through the use of practical intelligence by features derived from intuition and experience amassed over the years of career; by cooperation that arises in situations that lead to experiences shared by teachers; and by the recognition given both by parents, in the form of acknowledgement of utility, and among peers, indicating an evaluation of beauty and aesthetics of the work. However, the lack of recognition by superiors leads to restriction of subjective mobilization, and hinder the transformation of suffering into pleasure at work. Suffering appears linked to students’ disinterest, difficulties in addressing some cross-cutting issues and pressure for student approval goals. In front of suffering, teachers resort to coping strategies, primarily the transgression of the prescribed work, and to defence strategies based on rationalization, resignation and presenteeism. Some signs and symptoms of illness were identified: sore throats, inflammation of the eyeball, increased blood pressure and diabetes. There are also evidences of work pathologies, such as overload and the risk of depression due to social alienation. We believe that the research has allowed us to understand these inter-subjective experiences in teaching in a rural context, signalling the importance of expanding the studies with the use of clinic of work in stricto sensu.