SOFRIMENTO PSÍQUICO: UM ESTUDO COM PROFESSORES(AS) READAPTADOS(AS) DA REDE ESTADUAL DE ENSINO EM CORUMBÁ E LADÁRIO.

Abstract

The main objective of this study is to understand the process of suffering and illness in the work of readapted teachers in schools of the State Education Network of Corumbá and Ladário, MS. For this, the intersubjective and intrapsychic processes linked to the organization of work were analyzed, as well as the way of meaning the suffering that led to changes in the professional path and functional reallocations, identifying which mental disorders entail in this readaptation. The methodological resource used has a qualitative nature of an exploratory nature, having as a theoretical contribution the Psychodynamics of Work (PdT), an approach created by Christophe Dejours, which aims to encompass subjective and psychic issues, mobilized through the relationships and organization of work and, that consider the manifest and latent content experienced by workers. Three readapted teachers participated in this research, working in the urban area in the municipalities of Corumbá and Ladário/MS. For data collection, a sociodemographic questionnaire and semi-structured interviews were applied. The analyzes took place through the Analysis of the Nucleus of Sense (ANS) technique, which consists of categorical content analysis, divided into three thematic-categorical axes: before readaptation: a path of overload and suffering; work organization: the post-rehabilitation analysis and, the suffering continues: readaptation effects. The results showed that the teacher's trajectory is permeated by suffering and overload, with demanding and imposing organizational factors, in a work context that is harmful to the worker's health. This circumstance contributes to the illness that sometimes leads to the functional readaptation of teachers. Although teachers are relocated to other functions, suffering remains, due to complications in socio-professional relationships, lack of recognition, discredit, medicalization and stigma, two teachers revealed that they were able to re-signify work through readaptation.