Adoecimento e trabalho docente: Principais estratégias para enfrentamento nas escolas municipais rurais de Santo Antônio do Monte/MG

Abstract

The interest on this subject results from a professional practice as a psychologist in the Educational Psycho Pedagogic Service Center linked to the Municipal Education of Santo Antonio do Monte, State of Minas Gerais, Brazil. Through this professional performance, since 2006, it has been possible to contact the scene of daily education. Participation in everyday situations in the classroom and in educational planning meetings paved the way for me to hear the complaints of teachers. Such complaints were visible during the course of situational diagnosis in the period from May 14 to May 20, 2015, with effective teachers in rural public schools. I could notice consolidation and intensification on teaching professional agenda. The teaching activity is no longer defined only as activity inside the classroom. However, regardless of where it is performed, it generates physical and mental overload. Many teachers are sick. There are cases of fatigue, stress, among others. The preparation of an intervention project with preventive recommendations and / or rehabilitation of rural school teachers in the context of Santo Antonio do Monte became absolutely indispensable. The project interventions will take place through seven thematic meetings with effective teachers in rural public schools. It is essencial to assure the participation of professionals who are part of the multidisciplinary team of the municipal government. They are aware of the meetings and their reflections, with a schedule of two hours, for a total of fourteen hours. At each meeting there will be a projective dynamics so that teachers can express their emotions. Teachers reflect on disease processes and their causes and then will be encouraged to position themselves and to adopt strategies for health. At the end of each meeting the teachers may express if they liked it or not, or whether there was success or failure (having the interventions contributed or not). Interventions will also be evaluated weekly through testimonies during the second module (teachers need continuous space to express, orally, on what has improved after the interventions). The evaluation also happens through charts prepared by professional staff (the success or failure also may be measured by comparison between the graphs whose licenses were made before the project and allowances made during and after its completion).