SENTIDOS E SIGNIFICADOS NO DISCURSO DE DOCENTES EM ESCOLA PÚBLICA: A VIVÊNCIA DO SOFRIMENTO PSÍQUICO

Abstract

Psychic suffering is very present in the relationships established in schools in general. The teacher's psychological suffering is related to several factors that may be outside the school environment, but that interact with him, such as the issue of remuneration, for example, or factors related to the dynamics of the teacher's role, such as the indiscipline of the students. The study aims to investigate the possibility of psychological distress among primary school teachers in the municipal public school system. The phenomenological method of research in Psychology and the analysis of audio interviews recorded by Martin Heidegger were used. psychological distress is linked to numerous variables that affect the teacher's mental balance. However, permeating the teacher's work activity, along with these difficulties, there is hope for doing the best for this student. The teacher takes responsibility for himself, although he sometimes does not have family support, and is committed to the process of being-teacher-and-educator, putting into practice the devotional characteristic related to the exercise of teaching. Some are frustrated, it is true. However, most of the participants in this study showed themselves to be open, in an existential sense, when they genuinely took on this depreciated metier in our country and, even in the face of hardships, they are happy that their students can reach a certain level in life

Keyword: Psychic suffering, public school, teachers, phenomenological method, phenomenological-existential psychology