Mal-estar docente na prática de professoras de ciências da natureza e a inovação pedagógica

Abstract

The present study, entitled “Teacher malaise in the practice of teachers of Natural Sciences and pedagogical innovation”, aims to analyze the perceptions about teacher malaise in the practice of teachers in Basic Education, through a case study, with a qualitative approach, through a semi-structured interview that was carried out with six teachers of Natural Sciences of Basic Education, in different stages of their professional career, in the city of Uruguaiana - RS. For this purpose, a critical theoretical foundation was used in the analyzes with approach to the Descriptive Text Analysis (DTA). Authors such as Esteve, Nóvoa and Codo gave more important theoretical and epistemological support. It was noticed that the teacher malaise affects in different ways the teachers who work in the area of ​​Natural Sciences, such as, for example, the financial devaluation of the profession, working in physical facilities of precarious conditions, due to the little support from the management, in physical and emotional exhaustion due to the excessive number of students in the classes, among others. It can be concluded that teachers are or will be affected in some way by some of the facets of teacher malaise. It is important for teachers to participate jointly through a support and support network and also to create a system of protection and support from the management team to the teacher, making it possible to reduce the consequences of teacher malaise in their professional capacity and in personal life. It is also believed that pedagogical innovation will support it. The research may serve as a reflection on teacher malaise and its implications for the quality of teaching and for pedagogical innovation, especially in the schools surveyed.