As condições de trabalho em narrativas de professores dos anos iniciais: refletindo sobre o bem-estar e as influências no fazer pedagógico

Abstract

This paper analyzes the narratives of elementary school teachers from three public schools located in Amapá and Pará, presenting an overview of the conditions of pedagogical work based on the descriptors of teacher well-being and malaise. Thus, the question was: How is the condition of well-being of pedagogical work in school constituted in the narratives of teachers who work in the elementary school? The study revealed that professional satisfaction in teaching is one of the aspects belonging to teacher well-being, together with the motivation and satisfaction of teachers in the exercise of their functions. Good relationships at work, recognition of work and adequate organizational structure stand out. Regarding teacher malaise, the following was collected: the transformations at the end of the 20th century, the deepening of teaching work and the lack of improvement in training, low salaries, deviation and accumulation of functions; too many students in a single classroom; school management and lack of structure. The results obtained in the interviews with the three teachers point to deep seated difficulties and almost nonexistent teacher well-being in the context of Elementary Education. The shortcomings pointed out by the educators reveal an organizational nature that devalues teaching professionals and does not offer health support or minimally adequate school structure, contributing to the worsening of the teaching profession and, therefore, the provision of quality education, despite the resistance and dedication of teachers in the face of challenges.