Entre o prazer e o sofrimento psíquico de professores que lidam com alunos com necessidades educacionais especiais

Abstract

The productive restructuring process caused changes at workplaces, which generated new kinds of relationships and work modalities, significantly influencing the health and quality of worker’s life. In this perspective, the school started to have new demands and requirements in the process of training children and young people and, consequently, the teacher's activity changed. Thus, through the neoliberal standards established, the teacher in its profession took on several tasks as an educator, and it was up to it to engender from its experience , the ways to deal with the demands and requirements at work. Included in these demands are students with special educational needs (SEN), which raise specific actions from teachers, which permeate their assessment, methodology, teaching strategy and differentiated view. Linked to the working metamorphoses, the sanitary crisis with the Covid-19 pandemic appears in the global scenario in the context of collective health, modifying the work and, consequently, the work of the worker, who had to review their norms and values to be able to face the activity under the new pandemic configuration. In this sense, the present study aims to analyze the pleasure and suffering of teachers at regular classrooms of Elementary School Final Years (6th to 9th grade) working with students with special educational needs (SEN) from private schools in the city of Campina Grande. For this, the Psychodynamics of Work (PDT) was used as a theoretical methodological framework, thus being a qualitative study. For data collection, the sociodemographic questionnaire and collective discussion meetings were carried out via Google Meet. Due to the pandemic context, the meetings took place virtually. For the collective discussion meetings, we had the participation of 07 (seven) teachers. The results showed a discrepancy in terms of prescriptions and actual work in a remote context and with students with SEN. Faced with the constraints and variability of the work, teachers experienced suffering, but in a creative way. In order to minimize the harmful effects of suffering, teachers used defensive actions, allowing them to remain active in the activity. Through the strengthening of work groups, which were fundamental for the development of knowledge/doing of teachers, they created opportunities for the dynamics of recognition, cooperation and mutual help, constituting a source of pleasure for teachers. It is expected that the research results can support actions in public policies, aimed at the performance of the teaching professional, in addition to guiding further researches on related themes.