Relações de poder e cultura da escola: relatos de um adoecimento

Abstract

This research aimed to understand the importance of school culture in the interrelations that occur in the school institution; understand the school culture from the study of domination processes; to highlight the knowledge materialized by the maturity of retired teachers about power relations, school culture and the illness resulting from the development of behavior that approaches the diagnosis of teachers with Burnout Syndrome. To remedy these intentions, the study in theoretical-methodological framework sought to dialogue with some authors, among them stand out: Alberti (2005); Candau (2008, 2011); Bourdieu (1989, 2008, 2014); Forquin (1993); Foucault (2016, 2012, 2014ª, 2014b); Domingos (2011), Josso (2004); Mist (1992, 1999); Thompson (2002). Making an important time frame this qualitative analysis conceives oral history as a research methodology. Thus, from the life story reports of four teachers of basic education, retired from the public state and municipal public schools of Araguaína-TO, the research analyzed the labor field using semi-structured thematic interviews, with the aid of recording instrument and writing. Following the narratives of the participating teachers, this study found that what makes the undergraduate teacher feel pressured working in a public school resides primarily in the interpersonal relationships that involve more power, the pressure for student learning outcomes in internal / external evaluations and at work overload. In addition to showing in significant detail the significant interference of power relations and school culture in teachers' illness, this work brings a peculiar contribution to the systematization of actions aimed at improving teaching conditions.