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Repercussões do trabalho no atendimento educacional especializado (AEE) na saúde mental dos seus profissionais
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| 1.58 MB | Adobe PDF |
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Abstract(s)
A escola sempre será palco de novos desafios e descobertas tanto para professores e estudantes, que a cada dia buscam se reinventar. Esta pesquisa procurou revelar e compreender se o trabalho realizado pelos profissionais do Atendimento Educacional Especializado nas instituições de ensino junto aos estudantes com os diversos transtornos, síndromes e dificuldades de aprendizagem tem interferido na sua saúde mental. Procurou também, analisar os fatores que possam indicar interferência na saúde mental dos professores do AEE e conhecer os relatos, necessidades e expectativas relativamente ao atendimento educacional especializado. A pesquisa, de base qualitativa, teve início com a revisão de literatura além da realização de entrevistas com sete professoras do Atendimento Educacional Especializado em sete instituições de ensino do Município do Recife/Pernambuco, representando as modalidades de Educação Infantil (Creches (duas), Pré-escola (uma)), Ensino Fundamental – Anos iniciais (duas professoras – regular/ integral), Anos finais (duas professoras- regular/integral) e Educação da Jovens e Adultos (uma professora). De modo geral, os dados revelaram a existência de professoras que vivenciaram o medo e angústia como resultados de comportamentos dos estudantes que sofreram com posturas inadequadas de terceiros fora da escola e também dentro da escola. Constatou-se também que fatores externos vão além do processo educacional e causam adoecimento as professoras, situação que vem contribuindo para que o trabalho não seja efetivado em sua plenitude com esses estudantes. Concluindo-se, a partir de um contexto próprio de cada profissional que as situações presenciadas e sofridas no cotidiano escolar têm produzido professoras com medo e índices significativos de adoecimento entre a classe que tenta buscar amparo nas experiências profissionais adquiridas ao longo do trabalho realizado e na superação dos estudantes com deficiência como o resultado do seu trabalho tem contribuído na qualidade da educação.
School will always be the stage for new challenges and discoveries for both teachers and students, who strive to reinvent themselves every day. This research sought to reveal and understand whether the work carried out by Specialized Educational Services professionals in educational institutions with students with various disorders, syndromes, and learning difficulties has impacted their mental health. It also sought to analyze factors that may indicate impact on the mental health of Specialized Educational Services teachers and to understand their reports, needs, and expectations regarding Specialized Educational Services. The qualitative research began with a literature review and interviews with seven teachers from Specialized Educational Services at seven educational institutions in the city of Recife, Pernambuco, representing the following modalities: Early Childhood Education (Daycare Centers (two teachers), Preschool (one teacher), Elementary School – Initial Years (two teachers – regular/full-time), Final Years (two teachers – regular/fulltime), and Youth and Adult Education (one teacher). In general, the data revealed the existence of teachers who experienced fear and anguish as a result of the behavior of students who suffered from inappropriate behaviors of others outside and inside the school. It was also found that external factors go beyond the educational process and cause illness in teachers, a situation that has contributed to the ineffectiveness of the work with these students. It can be concluded, based on the specific context of each professional, that the situations witnessed and suffered in the daily school routine have produced teachers with fear and rates Significant levels of illness among students seeking support from the professional experiences gained through their work and the overcoming of challenges faced by students with disabilities have contributed to the quality of education.
School will always be the stage for new challenges and discoveries for both teachers and students, who strive to reinvent themselves every day. This research sought to reveal and understand whether the work carried out by Specialized Educational Services professionals in educational institutions with students with various disorders, syndromes, and learning difficulties has impacted their mental health. It also sought to analyze factors that may indicate impact on the mental health of Specialized Educational Services teachers and to understand their reports, needs, and expectations regarding Specialized Educational Services. The qualitative research began with a literature review and interviews with seven teachers from Specialized Educational Services at seven educational institutions in the city of Recife, Pernambuco, representing the following modalities: Early Childhood Education (Daycare Centers (two teachers), Preschool (one teacher), Elementary School – Initial Years (two teachers – regular/full-time), Final Years (two teachers – regular/fulltime), and Youth and Adult Education (one teacher). In general, the data revealed the existence of teachers who experienced fear and anguish as a result of the behavior of students who suffered from inappropriate behaviors of others outside and inside the school. It was also found that external factors go beyond the educational process and cause illness in teachers, a situation that has contributed to the ineffectiveness of the work with these students. It can be concluded, based on the specific context of each professional, that the situations witnessed and suffered in the daily school routine have produced teachers with fear and rates Significant levels of illness among students seeking support from the professional experiences gained through their work and the overcoming of challenges faced by students with disabilities have contributed to the quality of education.
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Keywords
Profissionais do AEE Saúde emocional Superação Educação especial
Pedagogical Context
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CC License
Without CC licence