Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Guedes, Regeane Vaz
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| Orientador(a): |
Laat, Erivelton Fontana de
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Desenvolvimento Comunitário (Mestrado Interdisciplinar)
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| Departamento: |
Unicentro::Departamento de Saúde de Irati
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.unicentro.br:8080/jspui/handle/jspui/1631
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Resumo: |
Occupying a unique place in society, the assignment of the teacher is to contribute to the education of the student, acting through the teaching-learning process. However, what is noticeable is that the performance of this function, so privileged, has undergone constant social wear and tear, which has led many professors to withdraw from their functions: functional readaptation. The objective of the study was know the difficulties found and the strategies used by the school administrators when receiving teachers in functional rehabilitation. Thys is a qualitative study, descriptive exploratory, carried out at schools from the Regional Education Centers of the State of Paraná. The data were collected through online surveys and semi-structured interview. Bardin’s content analysis (1979) was adopted for the analysis and interpretation of data. Information point that the school’s principals find difficulties in making the rehabilitated teachers feel appreciated in their new duties, as well as in assigning these; they also show that dialogue has been used as a tool when receiving and assigning duties for the teachers in functional rehabilitation at school; they report the existence of prejudice and stigmatization by other professionals towards the rehabilitated teachers, and determine the need of follow ups with health professionals and the creation of a guideline to direct the conduction of the activities after the definitive rehabilitation. The current study allowed us to see in the principals’ speeches that dealing with the Functional Rehabilitation is still a fragile process that demands great effort and common sense, not only by the principals but also by the rehabilitated professional. These speeches list situations of prejudice and stigmatization by coworkers and a need to formalize the reception flow of this teacher who is no longer exercising his primary function which is to teach classes, they also pointed out the urgency of creating coping mechanisms that drive them to find meaning in their new role, so as not to further aggravate the health of these professionals. |
