José Robson de Almeida

Biographical note

Pedagogical Director / Professor at Colégio Santa Mônica (CSM) – Rio de Janeiro / Brazil. PhD student in Education at Lusófona University of Humanities and Technologies (ULHT) in Lisbon. Advisor: Professor Dr. José Gregório Viegas Brás.

Master of Science in Education from the Lusófona University of Humanities and Technologies (ULHT) in Lisbon. Title revalidated by the Federal University of Rio de Janeiro (UFRJ) – Judged Process and validated number: 23079.0509914 / 2015-06 (CEPG 01/2009)

Post-graduate at the Oswaldo Cruz Foundation (FIOCRUZ) in Parasitic Biology.

Notorious Knowledge in School Administration (Number E 03/10201745/99).

Areas of academic and scientific interest

PhD project

Satisfação e insatisfação: influências contemporâneas na valorização da profissão docente
José Gregório Viegas Brás
Vanessa da Silva Albuquerque
Maria da Soledade Simeão dos Santos – UFRJ

Society has followed the evolution of communication, noting the changes in existing relationships not only between families in different spaces and time gaps, but also those who live nearby and frequent the same environments. These facts interfere in the education and consequently in the ideals of the future of their own children. In this context, the school is seen, by families, politicians and other actors, as an environment of coexistence, whose unilateral ideas and attitudes often collide with relational values. This problem promotes, in different individuals, a malaise / discomfort / dubiousness / illnesses, physical and mental that can, in turn, be the main reason for the removal, of its protagonists, the teachers, from the classrooms. In view of this consideration, a series of questions naturally arises, namely: In the end, why do we talk about teacher malaise? What are the working conditions offered lately? Are teachers treated well by their students, their families and their immediate managers (maintainer, coordinators, principals, etc.)? What are its causes? And, regarding remuneration and social status, are they valued? What directly affects teachers’ well-being, taking them away from the classroom? The approach contrasts the reality of the status of teachers, protagonists of teaching, with modernities, translated into the form of new technologies, which influence the educational construction of contemporary individuals. A confrontation of values ​​and ideals whose globalized educational policies have a direct impact on the health of those who presuppose teaching. Thus, we propose a study that helps to understand this theme, as well as offering suggestions to minimize teacher malaise. To obtain inputs that will assist in the production of answers to the questions raised above, methodological instruments will be used in this work, such as: a questionnaire, built on the Google platform and sent by email, acquired in the teachers’ unions and employers, for teachers who they teach at different educational levels, in four relevant states of the federation, permeating open and closed questions that reflect relational, environmental and structural problems that can directly interfere in the health and behavior of the teacher. In addition to the questionnaires, interviews will be conducted, in a pilot survey, with seven professionals, from the teaching area, who lead or can influence the teachers’ well-being or malaise. The data obtained by the instruments will allow a broad and effective approach, associated with a mixed methodology that allows to cross and interpret the data qualitatively and quantitatively. The research is expected to produce inputs / elements that make it possible to know, understand and infer about the problem concerning teaching activities, more specifically, why it is said about teaching malaise and the working conditions offered to teaching professionals. We will work with multi-referentiality, with the intention of covering all the questions presented, such as: CODO (1999; 1995), JESÚS (2011; 2009; 2005; 2004; 2000; 1998; 1996; 1992), DALE (2004), ESTEVE (1999; 1995), NÓVOA (2009; 2002; 1999; 1998; 1995; 1992; 1991; 1987). These authors describe through their studies, the multiple relational factors that encompass the ailments, the identity and the role of teachers in education. We will make a significant contribution to enriching the work, amplifying the real view of the peculiar characteristics of the environment that influences the health, physical and mental, of teachers.

Keywords: Absenteeism; Teaching Profession; Teaching Well-being; Labor Condition; Education; Teacher malaise.