A conquista da vaga e o afastamento da função de professor da rede pública municipal de educação de Luziânia/GO: uma abordagem psicodinâmica

Abstract

This research analyzed the psychological and social factors that influenced the leave of absence of teachers from the Municipal Public Education Network of Luziânia-GO between 2019 and 2022, based on the framework of the Psychodynamics of Work. The central issue investigated concerns the adverse working conditions that impact teachers’ occupational health, leading to recurrent absences. The study aimed to investigate the structural and subjective elements that contribute to this phenomenon, identifying the main challenges faced by teachers and proposing possible intervention strategies.To support the investigation, the theoretical contributions of Christophe Dejours and other scholars of the Psychodynamics of Work were employed, addressing the relationships between pleasure and suffering in the work environment, as well as the defensive strategies adopted by teachers in response to the precarization of the profession. Methodologically, the research followed an exploratory-descriptive design, with a qualiquantitative and retrospective approach.Data were collected through questionnaires administered to 126 teachers who had taken medical leave during the studied period, of which 102 responses were considered valid for quantitative analysis, representing a significant portion of the sample. The selection of responses considered criteria of completeness and coherence in the information provided, ensuring greater robustness of the statistical analysis. Additionally, 15 semi-structured interviews were conducted, allowing for a qualitative analysis of the teachers’ subjective experiences. The results showed that ICD-F (Mental and Behavioral Disorders) was the main cause of leave, followed by ICD-M (Joint Diseases). These findings highlight the relationship between working conditions and teachers’ psychological suffering, corroborating the literature on the impact of work overload, lack of professional recognition, and excessive institutional demands on teachers’ mental health. The qualitative analysis revealed feelings of devaluation, exhaustion, and demotivation, pointing to the need for a reformulation of educational management policies, especially regarding teacher appreciation, the improvement of working conditions, and the implementation of psychological support measures and professional recognition. The study's conclusions indicate the urgency of implementing institutional measures aimed at valuing teachers, including emotional support programs, enhancement of infrastructure conditions, and policies of professional recognition. The contributions of this research offer valuable input for the development of public policies that promote a healthier and more sustainable work environment, favoring teacher retention and the quality of education in Luziânia’s municipal network. Successful experiences in other educational contexts, such as the implementation of psychological support programs for teachers in state and municipal public school systems, demonstrate that structured measures can significantly reduce leave rates and improve teachers' professional well-being. Future research may further explore these issues, examining new intervention strategies to minimize the negative impacts of working conditions on teachers. The continuous improvement of working conditions and management practices proves essential to strengthen teachers' mental health and their permanence in the public education system.