Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T14:29:02Z No. of bitstreams: 1 AmeliaRosaLeiteMouraNakaoDissertacao2016.pdf: 735056 bytes, checksum: c50304c83a7489b5b0b5d0478527eaf6 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-20T14:29:18Z (GMT) No. of bitstreams: 1 AmeliaRosaLeiteMouraNakaoDissertacao2016.pdf: 735056 bytes, checksum: c50304c83a7489b5b0b5d0478527eaf6 (MD5) / Made available in DSpace on 2017-04-20T14:29:18Z (GMT). No. of bitstreams: 1 AmeliaRosaLeiteMouraNakaoDissertacao2016.pdf: 735056 bytes, checksum: c50304c83a7489b5b0b5d0478527eaf6 (MD5) Previous issue date: 2016-02-04 / This research addresses one of the problems that most affects the process of teaching and learning in public schools in the Distrito Federal, and refers to the large number of departures of teachers from the classroom. In this sense, the objective was to discuss what has provoked this absence justified and which presents as psychological and emotional problems, depression, panic attacks and other phobias. Whereas the school is permeated by cultural, social aspects, values, meanings and emotional and sensitive relationships, sought to highlight intersubjective factors and objectives in school that interfere negatively experienced in pedagogical and social experience of the teachers. For such was used a participatory intervention, through the focus group, with the description of the professional experience of four educators of elementary and secondary education, with accounts of social interactions present in the school environment. The theoretical foundation if program mainly in Spinoza and the ethics of interactionism Vygotsky, who has guided the identification of factors that contribute to the removal of classroom teachers, as well as promoted the construction of suggestions aiming to collaborate with the accompaniment of those teachers, in order to intervene positively in the process of prevention and recovery from illness of psychoemotional order. Among the factors most discussed and reported by educators, the absence of an institutional work of listening and, combined with the lack of appreciation, it makes the point that the educators become incapacitated and unprepared to face a school complex and permeated everyday life due to lack of logistics. It was noted that the lack of ethics and of the affections has interfered negatively, since they feel unmotivated under the intellectual and emotional point of view to perform activities that could make a difference with your students. / Esta pesquisa aborda um dos problemas que mais tem afetado o processo de ensino e aprendizagem nas escolas p??blicas do Distrito Federal, e se refere ao elevado n??mero de afastamentos dos professores da sala de aula. Nesse sentido, o objetivo foi discutir o que tem provocado essa aus??ncia justificada e que se apresenta como problema de ordem psicol??gica e emocional, depress??o, s??ndrome do p??nico e outras fobias. Considerando que a escola ?? permeada por aspectos culturais, sociais, valores, significados e por rela????es emotivas e sens??veis, busquei evidenciar fatores intersubjetivos e objetivos vivenciados na escola que interferem negativamente na experi??ncia pedag??gica e social das professoras. Para tal foi utilizada uma interven????o participativa, por meio do grupo focal, com a descri????o da experi??ncia profissional de quatro educadoras do Ensino Fundamental e M??dio, com relatos das intera????es sociais presentes no ambiente escolar. A fundamenta????o te??rica se respaldou principalmente na ??tica de Espinosa e o interacionismo de Vigotski, que norteou a identifica????o dos aspectos que contribuem para o afastamento de professoras da sala de aula, bem como promoveu a constru????o de sugest??es visando colaborar com o acompanhamento dessas professoras, de modo a intervir positivamente no processo de preven????o e recupera????o do adoecimento de ordem psico-emotiva. Dentre os fatores mais discutidos e relatados pelas educadoras, a aus??ncia de um trabalho institucional de escuta e de capacita????o, aliada ?? falta de valoriza????o, fragiliza os educadores a ponto de os tornarem incapacitados e despreparados para o enfrentamento de um cotidiano escolar complexo e permeado pela falta de log??stica. Constatou-se que a aus??ncia da ??tica e dos afetos tem interferido negativamente, haja vista que sentem-se desmotivadas sob o ponto de vista intelectual e emocional a realizarem atividades que poderiam fazer diferen??a junto aos seus alunos.