Pesquisa-ação no espaço escola: o que é ser professor(a) de uma escola municipal dentro de uma comunidade do Rio de Janeiro?

Abstract

The present work is the result of an action research (THIOLLENT, 2011) held at a Municipal School in the city of Rio de Janeiro during 2016 and 2017. An operational group (PICHÓN-RIVIÉRE, 2005) was carried out, with all teachers and teachers, aiming to work on the idea they have about "What is it to be a teacher of a Municipal School within a community in Rio de Janeiro?" We divided the teachers into four groups, with 12 to 15 participants each, to work the triggering question. The bibliographic review to support group management was based on field observations and interactions with school characters, and included topics such as: new school (BRAZIL, 1934, 2010, VIDAL, 2013), school failure (ANGELUCCI, 2007; ANGELUCCI, at all, 2004; CARDOSO, 1949; FORGIARINI; SILVA, 2007; PATTO, 1993, 2010; PROENÇA, 2010, 2010b) burnout (ASSIS, 2006; BENEVIDES-PEREIRA, 2003; CARLOTTO, 2004; MASLACH, C, SCHAUFELI, W. B; LEITER, M. P, 2001, SILVA, 2000; VIEIRA, 2010), identity (HALL, 2015; BAUMAN, 2005), and teacher sickness (ARAUJO; CARVALHO, 2009; ASSUNÇÃO, 2008;FERNÁNDEZ, 1994; LAPO; BUENO, 2003;HELOANI; CAPITÃO, 2003; NEVES; SILVA, 2006; SILVA, 2014). For our analysis we constructed three analytical categories - work condition; teacher; and school dynamics - through which we will approach the elements contained in the speeches during the groups and the material coming from our observations and interactions in the field.