El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / The main objective of this research was to determine the differences among the components of burnout in professors from a private university in Lima according to socio-demographic variables. With this aim in mind, a comparative descriptive research design was used. Also, a specific sample quota was not applied. We collected a total population composed of 260 professors of humanities at said educational institution who teach the following courses: Language, Research, Ethics and Citizenship and Creativity Workshop. In addition, we used the Maslach Burnout Inventory Adaptation and a socio-demographic record handout for university professors as measuring instruments. Finally, from the processing and statistical analysis of the data obtained, we found the following: there are significant differences in the levels of emotional exhaustion by sex and class schedule; also, personal fulfillment according to age, marital status, specialty, highest level of educational attainment and years of teaching experience, among other results. Some results of previous research were corroborated or refuted, especially in relation to the variables sex, age, marital status, level of education and class schedule. Also, from this research, it was identified that the place of undergraduate studies, specialty and years of teaching experience, aspects not studied in depth in the previous studies, could be variables associated with some components of burnout. Finally, in addition to the significant differences mentioned, it was concluded that there are average levels of emotional exhaustion, depersonalization, distortion of the work environment, personal and professional fulfillment in the teachers who formed the study sample. © 2018 Asociacion Interuniversitaria de Investigacion en Pedagogia. / Revisión por pares

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-30T12:59:03Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO JOSEANE SANTOS.pdf: 3988362 bytes, checksum: bd6a3d5ce56e6f9eeb21c72f7229560d (MD5) / Made available in DSpace on 2016-06-30T12:59:03Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO JOSEANE SANTOS.pdf: 3988362 bytes, checksum: bd6a3d5ce56e6f9eeb21c72f7229560d (MD5) Previous issue date: 2015-10-28 / FACEPE / A presente pesquisa de abordagem qualitativa teve como objetivo geral analisar as condições de trabalho docente no contexto de uma política educacional implementada na Rede Municipal de Educação do Cabo de Santo Agostinho, município localizado na região metropolitana de Recife - Pernambuco. Trata-se das denominadas “escolas-modelo” as quais têm como objetivo melhorar a qualidade da educação. O desenvolvimento da pesquisa se deu por meio de pesquisa de campo e de análise documental em uma das seis escolas-modelo até então existentes. Realizamos entrevista semiestruturada com professores, gestão da escola e com representante do sindicato dos professores. Em relação às condições físicas de trabalho notamos um avanço significativo; os professores vêm desenvolvendo seu trabalho em uma escola com infraestrutura física e com recursos didáticos que ainda não são realidade na maior parte das escolas públicas brasileiras. No entanto, no que diz respeito às condições de emprego algumas questões continuam problemáticas, principalmente no que concerne à baixa remuneração recebida, fazendo com que ampliem sua jornada de trabalho em busca de complementarem seus rendimentos, contribuindo com os processos de intensificação de seu trabalho. Observamos incongruências em relação aos direitos previstos no estatuto que rege estes professores e a garantia efetiva de tais direitos. O plano de cargos e carreiras, pouco atrativo, não promove a contento a valorização profissional dos docentes e a formação continuada ofertada pela Secretaria Municipal de Educação é restrita a cursos de atualização pedagógica, ficando de fora os cursos de pós-graduação lato sensu e stricto sensu os quais contribuem para a progressão na carreira desses professores. Por dispor de uma infraestrutura privilegiada em relação às demais escolas, foi elaborada uma proposta educacional também diferenciada na qual está prevista a oferta da educação integral em tempo integral. No entanto, tal proposta até o presente momento não saiu do papel, sendo ofertado nesta escola o ensino em tempo semi-integral voltado apenas para o Ensino Fundamental II. As melhorias das condições infraestruturais de trabalho docente nesta escola têm sua relevância, mas dissociada de outras ações não promove a contento a melhoria das condições de trabalho docente no sentido amplo do termo. / The present qualitative approach to research aims to analyze the teacher working conditions in the in the educational policy scenario of local schools of Cabo de Santo Agostinho, a town located in the metropolitan area of Recife - Pernambuco. These are so called "model schools" which aim to improve the quality of education. This study was developed by means of field research and document analysis at one of the six model schools that existed by that time. Semi-structured interviews with teachers, school management and syndicate representative of this profession were also conducted. It was noticed that the working physical conditions presented a significant improvement, although still some limitations are faced by the teachers, their work is being developed in a school with physical infrastructure and teaching resources that are not yet reality in most of Brazilian public schools. However, with regard to employment conditions some issues remain problematic, especially with regard to the low remuneration, causing them to extend their working hours in order to complement their income. Inconsistencies on with regards to rights under the statute governing these teachers and effective guarantee of such rights were observed. The unattractive careers plan does not promote the professional development of teachers and continuing education offered by the City Department of Education. Those are only restricted to educational refresher courses, missing post graduate alternatives as latu senso and stricto senso which could contribute to the career development of these teachers. By having a privileged infrastructure compared to other schools, a differentiated educational proposal in which it intends to offer integral education. However, such a proposal failed to materialize so far, since in this school is only being offered semi-full-time schedules for students of elementary school. The improvement of infra structural conditions of teaching at this school have their relevance, but dissociated from other actions does not promote satisfaction enhancement of teachers working conditions in the broad sense of the term.