NARRATIVAS DOCENTES SOBRE A EDUCAÇÃO ESPECIAL E INCLUSIVA: DO TRABALHO EDUCATIVO À PERCEPÇÃO DA SAÚDE MENTAL DOS PROFESSORES

• Ano de defesa: 2024
• Autor(a) principal: MARY JUVENCIO MACEDO
• Orientador(a): Helen Paola Vieira Bueno
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Profissão Docente. Narrativas. Educação Especial. Saúde Mental.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9621

The theme of this research was shaped by concerns, desires for debate, and the search for answers about the teaching profession, more specifically special and inclusive education. The main objective of this study is to describe the daily school routine through the narratives of teachers who work in special education and to analyze these reports with the authors of cultural studies. The aim was to analyze the historical and cultural references of the world of work and teaching work. The aim was also to understand how the identity of the special and inclusive education teacher was constructed, analyzing gender identities in the teaching profession. Through the narratives of special education professionals about their experiences, it was possible to have a sample of the challenges they face in their daily school routine, and what actions they use to cope with them, taking into account the enormous effort they make to adapt the content and the school routine, respecting the limitations of the students. A qualitative, exploratory-descriptive, cross-sectional research was carried out. The participants were 8 Special Education teachers who work in the state of Mato Grosso do Sul, Brazil. A semi-structured questionnaire with closed, multiple-choice or fill-in-the- blank questions covering different areas of the teacher's life and work was specially prepared for this study. The results showed that special and inclusive education teachers suffer from exhaustion due to the high demand for preparing teaching materials, bureaucratic work, overload and overcrowding of students, the lack of more teachers with specialization in special education, and the lack of time to meet these demands, directly impacting the quality of life of these teachers. The teachers report that they find their daily work stressful and challenging; some have already considered giving up their jobs and that they invest their own salaries in training. This study revealed the importance of creating more public policies aimed at teacher training, hiring more specialized labor in the area, the need for more investment in teaching materials and games, and a mental health policy aimed at these professionals. Keywords: Teaching Profession. Narratives. Special Education. Mental health.