Percepções de professores do ensino médio: as forças coercitivas no ambiente escolar e a relação com o mal-estar docente
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Data
2017-10-19
Autores
Pereira, Juliana Martins [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Compreendemos que a escola é constituída por indivíduos (crianças, jovens, adultos) que exercem diferentes papéis interdependentes (professor, aluno, funcionário, gestor, pais etc), ou seja, suas ações influenciam e são influenciadas pelos outros a todo o momento. Sendo assim, pontuamos inicialmente a hipótese de que professores imersos numa teia de interdependências não têm a devida clareza sobre as relações de poder. Ou melhor, o professor se sente coagido pelas normas e regras de funcionamento da escola e não percebe que também exerce força coercitiva em relação ao outro favorecendo, consequentemente, práticas tradicionais escolares que impulsionam o desenvolvimento do mal-estar docente. Nesse sentido, objetivou-se na presente pesquisa analisar a ―coerção da instituição escolar que ocorre em diferentes direções, entre governo do estado, equipe escolar, alunos e comunidade e as percepções de professores que lecionam no Ensino Médio sobre a violência que permeia esse contexto. Compreender como lidam com essa questão e quais as consequências para sua vida profissional e pessoal. Para isso, estabelecemos como participantes um grupo de professores da área de linguagens e códigos estabelecida pelo Ministério de Educação e Cultura (MEC) – Português, Inglês, Arte e Educação Física. Caracteriza-se como um estudo de natureza qualitativa, cuja abordagem é a História do Tempo Presente. Após os procedimentos requisitados pelo Comitê de Ética em Pesquisa ao qual o projeto foi submetido, realizamos reuniões com os professores das referidas disciplinas em três Unidades Escolares pertencentes à região centro-oeste paulista, totalizando quinze participantes (três professores de Educação Física, dois de Arte, três de Inglês e sete de Português). A técnica para a coleta dos dados – entrevista em grupo ou grupo focal – consistiu na gravação das reuniões, que foram filmadas e posteriormente transcritas, textualizadas e analisadas à luz da literatura sobre o tema. Os referenciais teóricos adotados para a discussão dos dados foram o sociólogo Norbert Elias e, complementarmente o psicanalista Sigmund Freud. Como conclusões podemos destacar: a dicotomia indivíduo/sociedade evidenciada pelos professores; a dificuldade em se reconhecerem como corresponsáveis pelo difícil quadro da educação pública na atualidade; a mudança no equilíbrio de poder nas relações escolares motivada, entre outros fatores, pelas políticas de democratização da educação pública, bem como pelos esforços de inclusão na educação formal de crianças e adolescentes de segmentos sociais antes ignorados; o estranhamento demonstrado pelos professores em relação ao comportamento de seus alunos e o ―desejo de que se enquadrem naquilo que acreditam ser o comportamento correto. Alguns professores mostraram-se resistentes quanto à utilização das inovações tecnológicas no processo de ensino e aprendizagem. Além disso, as mudanças na legislação educacional e a sensação de estarem perdendo o controle sobre seu trabalho, especialmente em virtude de avaliações externas e da progressão continuada tem afetado sobremaneira sua identidade profissional, especialmente entre os professores de português. Evidenciou-se, ainda, a fragilidade na formação de professores; as queixas sobre a pouca participação dos pais na educação dos filhos, a sobrecarga e más condições de trabalho e, em relação aos fatores que os levaram à docência, observamos que, na maioria dos casos foram motivados pelo ―acaso ou pela conveniência. Já no que se refere à violência explícita, os professores presenciam agressões na escola, mas foram poucos que declararam terem tido problemas graves. Como consequência, oito professores apresentaram sintomas claros do desenvolvimento do mal-estar docente, sendo que o mais citado foi a depressão. Acreditamos que, no atual contexto educacional, o mal-estar docente parece ―inevitável. Mesmo que não esteja presente em toda a carreira do professor, o desinvestimento, a interiorização e a despersonalização, que leva à diminuição do envolvimento afetivo, são características da última fase da carreira docente e tem se manifestado até mesmo em professores mais novos. Enfim, apenas no momento em que os professores ―tomarem consciência de que a sociedade não é ―lá fora poderemos começar a pensar em alternativas para que o contexto escolar se torne um ambiente menos insalubre para todos aqueles que nele interagem.
We understand that a school is composed by individuals (children, young people, adults) who play different and interdependent parts (teacher, student, employee, manager, parent, etc.), which means that their actions affect and are affected by others all the time. Therefore, we have initially pointed out the hypothesis that teachers who are immersed in a web of interdependences do not have proper clarity about power relations. Better yet, teachers feel coerced by operating standards and rules from the school, not realizing that they also coerce others, consequently promoting traditional school practices that push the progression of faculty discomfort. For that matter, the aim of this study was to analyze ―coercion in an educational institution occurring in different directions among state government, school staff, students and community, as well as analyze the perceptions of High School teachers about the violence that passes through this context. The purpose was to understand how they deal with this matter and what are the consequences for their professional and personal lives. To this end, we established a group of teachers of languages and codes as participants, which are, according to the Ministry of Education (MEC) – Portuguese, English, Arts and Physical Education. This is a qualitative study based on the History of the Present approach. After the procedures requested by the Research Ethics Committee to which the project was submitted, we held meetings with the teachers from said subjects in three School Units owned by the Regional Board of Education from Bauru – SP, consisting of fifteen participants (three teachers of Physical Education, two of Arts, three of English and seven of Portuguese). The method for data collection – group interview or focus group – was to record the meetings, which were later transcribed, put into text and analyzed according to the research literature on the subject. The theoretical references used for discussion of data were from sociologist Norbert Elias, and from psychoanalyst Sigmund Freud complementarily. Among the final considerations, it is possible to emphasize: the dichotomy individual/society evidenced by the teachers; the difficulty in recognizing themselves as co-responsible for the complicated situation of public education nowadays; the change in the power balance of motivated school relations, among other factors by democratization policies from public education, as well as the inclusion efforts of formal education of children and teenagers from social segments previously ignored; the strangeness demonstrated by teachers concerning the behavior of their students and the ―desire that they would fit in what teachers believe to be proper behavior. Some teachers were opposed to the use of technological innovations in the teaching and learning process. In addition, changes in the educational legislation and the feeling that they are losing control over their work, especially because of external evaluations and continuous progression, has been excessively affecting their professional identity, particularly of Portuguese teachers. It has been identified a vulnerability in teacher training: complaints about low participation of parents in children‘s education, work overload and poor working conditions. It has also been noted that most of them became teachers by ―chance or convenience. Concerning explicit violence, teachers witness physical aggression at school, but only a few declared having serious problems. As a consequence, eight teachers presented clear symptoms of progression of faculty discomfort, with depression being the most mentioned. All in all, we believe that faculty discomfort seems to be ―inevitable. Although it is not present throughout the whole teaching career, deprivation, internalization and depersonalization, which lead to lower emotional involvement, are characteristics of the last phase of the teaching career, and they have been manifested even among younger teachers.
We understand that a school is composed by individuals (children, young people, adults) who play different and interdependent parts (teacher, student, employee, manager, parent, etc.), which means that their actions affect and are affected by others all the time. Therefore, we have initially pointed out the hypothesis that teachers who are immersed in a web of interdependences do not have proper clarity about power relations. Better yet, teachers feel coerced by operating standards and rules from the school, not realizing that they also coerce others, consequently promoting traditional school practices that push the progression of faculty discomfort. For that matter, the aim of this study was to analyze ―coercion in an educational institution occurring in different directions among state government, school staff, students and community, as well as analyze the perceptions of High School teachers about the violence that passes through this context. The purpose was to understand how they deal with this matter and what are the consequences for their professional and personal lives. To this end, we established a group of teachers of languages and codes as participants, which are, according to the Ministry of Education (MEC) – Portuguese, English, Arts and Physical Education. This is a qualitative study based on the History of the Present approach. After the procedures requested by the Research Ethics Committee to which the project was submitted, we held meetings with the teachers from said subjects in three School Units owned by the Regional Board of Education from Bauru – SP, consisting of fifteen participants (three teachers of Physical Education, two of Arts, three of English and seven of Portuguese). The method for data collection – group interview or focus group – was to record the meetings, which were later transcribed, put into text and analyzed according to the research literature on the subject. The theoretical references used for discussion of data were from sociologist Norbert Elias, and from psychoanalyst Sigmund Freud complementarily. Among the final considerations, it is possible to emphasize: the dichotomy individual/society evidenced by the teachers; the difficulty in recognizing themselves as co-responsible for the complicated situation of public education nowadays; the change in the power balance of motivated school relations, among other factors by democratization policies from public education, as well as the inclusion efforts of formal education of children and teenagers from social segments previously ignored; the strangeness demonstrated by teachers concerning the behavior of their students and the ―desire that they would fit in what teachers believe to be proper behavior. Some teachers were opposed to the use of technological innovations in the teaching and learning process. In addition, changes in the educational legislation and the feeling that they are losing control over their work, especially because of external evaluations and continuous progression, has been excessively affecting their professional identity, particularly of Portuguese teachers. It has been identified a vulnerability in teacher training: complaints about low participation of parents in children‘s education, work overload and poor working conditions. It has also been noted that most of them became teachers by ―chance or convenience. Concerning explicit violence, teachers witness physical aggression at school, but only a few declared having serious problems. As a consequence, eight teachers presented clear symptoms of progression of faculty discomfort, with depression being the most mentioned. All in all, we believe that faculty discomfort seems to be ―inevitable. Although it is not present throughout the whole teaching career, deprivation, internalization and depersonalization, which lead to lower emotional involvement, are characteristics of the last phase of the teaching career, and they have been manifested even among younger teachers.
Descrição
Palavras-chave
Professores, Mal-estar docente, Coerção, Relações de poder, Violência, Teachers, Faculty discomfort, Coercion, Power relations, Violence