O contexto de trabalho de escola rural e os riscos à saúde dos professores
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Data
2018-09-27
Autores
Marinho, Paulo Roberto Ribeiro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O trabalho do professor em áreas rurais possui algumas peculiaridades se comparado à atuação em regiões de área urbana. De um modo geral, ser professor pode ser considerado uma profissão de risco e com maior probabilidade de adoecimento. O contexto de trabalho educacional e fatores como ritmo de trabalho acelerado, falta de valorização, pouco prestígio social do magistério, preparação de aulas e correções de provas e trabalhos em casa, dificuldades nas relações familiares dos alunos, assim como, a própria indisciplina dos alunos, são alguns dos motivos que tornam o trabalho do professor suscetível a alterações em sua saúde. Diante disso, a presente pesquisa tem como objetivo verificar a organização do trabalho e aspectos relacionados à saúde de professores que atuam em escolas rurais no interior Paulista, mediante a percepção dos professores que nela trabalham. Como método, utilizou-se o corte transversal de abordagem quantitativa e qualitativa, com a população de 20 professores que atuam em duas escolas localizadas em áreas rurais do interior Paulista. Como instrumentos para coleta de dados foram utilizados questionário sociodemográfico, Escala de Avaliação de Contexto de Trabalho (EACT), Stanford Presenteeism Scale (SPS-6) e entrevista semiestruturada. Em relação às características da população pesquisada, por meio das informações do questionário sociodemográfico, houve predominância do sexo feminino (95%), casados ou vivendo em união estável (50%) e que possuíam filhos (65%), sendo a média de idade dos professores de 41,5 anos, o tempo médio dos participantes atuando como professores é de 12 anos e 1 mês; e o tempo médio de atuação em escolas rurais foi de 6 anos. Quanto à análise de avaliação do contexto de trabalho EACT, evidencia-se a organização escolar (X̅=3,17), as condições de trabalho (X̅=2,34) e as relações socioprofissionais (X̅=2,23). O SPS-6 revelou que 35% dos professores relataram ter comparecido ao trabalho, embora se sentissem doentes ou com algum sintoma nos últimos 30 dias, mostrando que 57,1 dos professores são presenteístas. Foi possível concluir que a possibilidade de adequação de conteúdo, autonomia para desenvolver atividades, afetividade dos alunos, reconhecimento dos alunos e família, comportamento disciplinado e respeitoso dos alunos em sala de aula, realização de atividades ao ar livre, estabelecimento dos objetivos pedagógicos e, por fim, a gestão participativa da diretora e da gerente escolar são aspectos atrativos para os professores atuarem na escola rural e são também fatores protetivos de riscos à saúde dos professores.
The work of the teacher in rural areas has some peculiarities if compared to the work performance in regions of urban area, in general being a teacher may be can be considered a profession of risk and more likely to become ill. The context of educational work and factors such as: accelerated work pace, lack of valorization, lack of social prestige of the teaching profession, preparation of classes and corrections of tests and homework, difficulties in the family relations of the students, as well as students' own indiscipline are some of the reasons that makes the work of the teacher susceptible to change in their health. Therefore, the present research aims to verify the organization of work and aspects related to the health of teachers working in rural schools in the interior of Paulista, through the perception of the teachers who work in it. As a cross-sectional method of quantitative and qualitative approach, a sociodemographic questionnaire was used to compare the population of 20 teachers who work in two schools located in rural areas of the interior of São Paulo. Work (EACT), Stanford Presenteism Scale - SPS-6 and semi-structured interview. Concerning the characteristics of the population surveyed through the sociodemographic questionnaire, there was a predominance of female (95%), married or living in a stable union (50%) and had children (65%), the mean age being teachers of 41.5 years, the average time of the participants acting as teachers is 12 years and 1 month, already acting, and the average time of performance in rural schools was 6 years. As for the evaluation analysis of the EACT work context, it is evident that school organization (X̅ = 3.17), working conditions (X̅ = 2.34) and socio-professional relations (X̅ = 2.23). The SPS-6 revealed that (35%) reported having attended work although they felt sick or had a symptom in the last 30 days, showing that 57.1 of the teachers are present. We conclude that the possibility of adequacy of content, autonomy to develop activities, affection of students, recognition of students and family, disciplined and respectful behavior of students in the classroom, outdoor activities, establishment of pedagogical objectives and, finally, participatory management of the director and manager school are aspects that are attractive for teachers to work in the rural school and that are protective factors of health risks to teachers.
The work of the teacher in rural areas has some peculiarities if compared to the work performance in regions of urban area, in general being a teacher may be can be considered a profession of risk and more likely to become ill. The context of educational work and factors such as: accelerated work pace, lack of valorization, lack of social prestige of the teaching profession, preparation of classes and corrections of tests and homework, difficulties in the family relations of the students, as well as students' own indiscipline are some of the reasons that makes the work of the teacher susceptible to change in their health. Therefore, the present research aims to verify the organization of work and aspects related to the health of teachers working in rural schools in the interior of Paulista, through the perception of the teachers who work in it. As a cross-sectional method of quantitative and qualitative approach, a sociodemographic questionnaire was used to compare the population of 20 teachers who work in two schools located in rural areas of the interior of São Paulo. Work (EACT), Stanford Presenteism Scale - SPS-6 and semi-structured interview. Concerning the characteristics of the population surveyed through the sociodemographic questionnaire, there was a predominance of female (95%), married or living in a stable union (50%) and had children (65%), the mean age being teachers of 41.5 years, the average time of the participants acting as teachers is 12 years and 1 month, already acting, and the average time of performance in rural schools was 6 years. As for the evaluation analysis of the EACT work context, it is evident that school organization (X̅ = 3.17), working conditions (X̅ = 2.34) and socio-professional relations (X̅ = 2.23). The SPS-6 revealed that (35%) reported having attended work although they felt sick or had a symptom in the last 30 days, showing that 57.1 of the teachers are present. We conclude that the possibility of adequacy of content, autonomy to develop activities, affection of students, recognition of students and family, disciplined and respectful behavior of students in the classroom, outdoor activities, establishment of pedagogical objectives and, finally, participatory management of the director and manager school are aspects that are attractive for teachers to work in the rural school and that are protective factors of health risks to teachers.
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Palavras-chave
Contexto de Trabalho, Riscos Psicossociais, Professores Escola Rural, Work Context, Psychosocial Risks, Rural School Teachers