This thesis comprises four articles and a summarizing text. The articles build on three sets of data regarding various aspects of the teaching profession. One objective is to illustrate and discuss what may make teaching appear to be a complex and intensive profession, as well as what conditions are necessary to make the relationship between teachers and pupils appear to be characterized by asymmetry. A second objective is to discuss which changes to working conditions could in turn lead to changes to the apparent complications in teachers’ working conditions. Using a systemic approach as the point of departure, different mechanisms that may contribute to the constitution of teachers’ identity and role are discussed. On the one hand the systemic analysis moves from a biological point of view, via a cultural, a psychological and a societal point of view, to explain and comprehend how groups can develop asymmetrical relationships. On the other hand, curriculum changes, as well as changes in the school system over the last twenty years and the synchronous nature of teacher work, are used in discussing the complex and intensive character of teaching. Abduction makes it possible to explain the complex and intensive character of the teaching profession, as well as the asymmetric relationship between teachers and pupils, using these mechanisms. It is also proposed that interplay exists between these two aspects. A third result is the proposal that many of these problems may be explained by the extensive reforms that have burdened teachers and schools since the end of the last century. In conclusion, changes in teachers’ attitudes towards innovation, their approach to knowledge, the relationship with the pupils, and the teachers’ mission, are suggested as possible means of modifying the situation.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-05T11:46:28Z No. of bitstreams: 1 Camila Domingues.pdf: 2666827 bytes, checksum: 4fe4cbb8448711f17cf853f609aab2df (MD5) / Made available in DSpace on 2018-12-05T11:46:28Z (GMT). No. of bitstreams: 1 Camila Domingues.pdf: 2666827 bytes, checksum: 4fe4cbb8448711f17cf853f609aab2df (MD5) Previous issue date: 2018-10-26 / This research refers to the meanings of teachers who are readapted on the working conditions of teachers and their implications in the process of becoming ill. The idea that guides it is related to the precarious way in which the working conditions experienced by the readapted teacher are configured, given that in the area of education many professionals are affected by the contradictions inherent in the profession in such a way that they even trigger or aggravate processes of illness that are often irreversible. The general objective of this study is to identify and analyze the relationships between the meanings of these teachers and their illness processes. For its elaboration, two specific objectives were outlined: a) to analyze the significations of the teacher about the constitution of his current professional condition and b) to analyze the significations of the teacher about the possibilities of illness generated in the professional activity. The illness of the teacher prevents him from acting professionally in his function of origin, directing him to a category of employees in the margins of his effective profession. However, it is believed that looking at this reality based on the Historical and Dialectical Materialist method and from the perspective of Socio-historical Psychology makes it possible for the analysis and interpretation of the statements of a group of readapted teachers to express meanings in relation to their current working condition , facilitating the dialogue as well as the enrichment of the discussions and propositions about the problematic. The group, composed of three PEB I readapted teachers, linked to the São José dos Campos-SP Education Department of the state teaching system of São Paulo, answered a questionnaire and participated in a meeting that was recorded and transcribed. Consistent with the aforementioned theoretical-methodological assumptions, the procedure of analysis and interpretation of the information called Nuclei of Meanings (AGUIAR; OZELLA, 2006, 2013; AGUIAR; MACHADO; SOARES, 2015) was chosen. This procedure enabled the analysis of meanings revealed by the group, expressed from statements about coping with the process of becoming and remaining a readapted teacher, a process that generates suffering, especially due to the daily experience of invisibility. The analysis of this study suggests that the valorization of the readapted teacher should be linked to the policies of training, career valorization and health, with a focus on self-knowledge and recognition as a professional in education / Esta pesquisa se refere às significações de professores readaptados sobre as condições de trabalho docente e suas implicações no processo de adoecimento. A ideia que a orienta se relaciona à forma precarizada como se configuram as condições de trabalho vivenciadas pelo professor readaptado, dado que, na área da educação, muitos profissionais são afetados pelas contradições próprias da profissão de uma forma tão acentuada que chegam a desencadear ou agravar processos de adoecimento muitas vezes irreversíveis. O objetivo geral deste estudo é identificar e analisar as relações entre as significações desses professores e seus processos de adoecimento. Para sua elaboração, dois objetivos específicos foram delineados: a) analisar as significações do professor acerca da constituição de sua atual condição profissional e b) analisar as significações do professor acerca das possibilidades de adoecimento geradas na atividade profissional. O adoecimento do professor impede-o de atuar profissionalmente em sua função de origem, direcionando-o a uma categoria de funcionários à margem de sua efetiva profissão, denominada readaptados. Contudo, acredita-se que olhar essa realidade fundamentada no método Materialista Histórico e Dialético e sob a perspectiva da Psicologia Sócio-histórica possibilite que a análise e a interpretação das falas de um grupo de professores readaptados expressem significações em relação à sua atual condição de trabalho, propiciando o diálogo bem como o enriquecimento das discussões e proposições acerca da problemática. O grupo, composto por três professoras readaptadas PEB I, vinculado à Diretoria de Ensino de São José dos Campos-SP da rede estadual de São Paulo, respondeu a um questionário e participou de um encontro que foi gravado e transcrito. Coerente com os pressupostos teórico-metodológicos supracitados, elegeu-se o procedimento de análise e interpretação das informações denominado Núcleos de Significação (AGUIAR; OZELLA, 2006, 2013; AGUIAR; MACHADO; SOARES, 2015). Esse procedimento possibilitou a análise de significações reveladas pelo grupo, expressas a partir de falas sobre o enfrentamento do processo de tornar-se e manter-se um professor readaptado, processo gerador de sofrimento, especialmente, devido à experiência de invisibilidade. A análise deste estudo sugere que a valorização do professor readaptado deva estar atrelada às políticas de formação, valorização da carreira e saúde, com foco em seu autoconhecimento e em seu reconhecimento como profissional da educação