O sentido do trabalho para docentes mulheres na educação pública

Abstract

This research adopted studies found in organizational literature and Vygotsky’s (1987) Historical-Cultural perspective to understand organizations; more specifically, the school and its social issues and the development of the psyche of female teachers. The objective was to shed light on this theme based on the reality of the field grounded in the literature. The general objective was: To analyze the meaning of work for female teachers in the public and full-time school of Curitiba, understanding the concept of meaning from the theory of Fernando Gonzalez Rey (1997).It has been observed that finding meaning in work requires a life full of meaning both within the workplace and, especially, outside of work (Antunes, 1999).In dialogue with the theories above, the burnout syndrome was observed, as described by Wanderley Codo (1999), which is characterized by the exhaustion of the worker in their professional work.The possibilities for answers arose through literature and field data from a public, full-time school in Curitiba, Paraná. The research aimed to understand how the participants perceive the meaning of their work and mutual support, highlighting the social constitution of the human psyche (Vygotsky, 1999).Among the accounts and notes in the journal where the researcher was immersed in the field for four months, there were notes about the experiences of two Black female teachers. One of them informally reported that she wanted her story to be shared and shown because she had suffered racial prejudice in the workplace. The researcher submitted an article with a case study on the account of the respective teacher, which was approved and published in November 2025.This topic, however, could be addressed and explored in detail in future studies. This dissertation considered the historicity of the interviewees, their thinking and language, and the meaning and significance given to their work (Aguiar and Ozella, 2006).