Representações sociais do desgaste do trabalho do trabalho docente na Educação Infantil

Abstract

The research object is the exhaustion of teaching work in early childhood education, having as its central question: What is the social representation of teachers about the exhaustion of teaching work in early childhood education? The research aimed to identify the social representations of contingencies that cause teacher attrition in early childhood education, from the Theory of Social Representations (MOSCOVICI, 2012), and in particular the dynamic structural approach (ABRIC, 2003) (JODELET, 2007 ) and dimensional that analyzes the information, images and attitudes of social representations. For the theoretical foundation of early childhood education, authors were used from the field of childhood pedagogy, which considers the child as a social subject and protagonist of history (ROCHA, 1999). The information was collected through semi-structured interviews with 61 teachers of kindergarten in Ponta Grossa - Paraná, with adaptation of the technique of successive hierarchical screening of evocations, which consists of items previously produced in a task of free evocation of words. The research is of a plurimethodological character, which had quantitative and qualitative procedures for collecting and analyzing information. For the treatment of the information, we used the content analysis and also the analysis of the software EVOC, ALCESTE and SIMI. The results indicated that the teachers represent the teachers' exhaustion from elements linked to the symbolism and the materiality of the teaching, such as: professional devaluation, family disengagement and crowded classrooms. In the constitution of the probable central nucleus, functional elements predominated in the representations, due to the relevance of the elements to the effectiveness of the teaching work in early childhood education. In the analysis of the corpus of teacher exhaustion, two social representations were designed: a) the first one that establishes dialogue with the conditions of the work process, in the dialogue with the materiality of the conditions of teaching practice, in the organization of work in the context of early childhood education and professional devaluation, and, ab) second refers to relational representations of interaction in the educational process with children and their families, this suggests relationships with the education of these teachers at the initial and continuing levels.