Resumo

RAMOS, Vânia Rodrigues Lima  e  SOUZA, Vera Lucia Trevisan de. TEACHING, SUFFERING AND ACTION POWER: THE DRAMA OF TEACHING IN PUBLIC HIGH SCHOOL FROM THE LOOK OF PSYCHOLOGY. Psicol. rev. (Belo Horizonte) [online]. 2021, vol.27, n.2, pp.455-474.  Epub 20-Jan-2025. ISSN 1677-1168.  https://doi.org/10.5752/p.1678-9563.2021v27n2p455-474.

This article aims to present the meanings of teachers about work conditions. The intervention research was carried out with a group of teachers who work at a state school in the interior of São Paulo. The data analysis was based on nineteen meetings held over two years, which were recorded in field diaries, and eighteen interviews, which were recorded and transcribed, made at the end of the second year. The analysis focused on the contradictions expressed in the speeches of the teachers to understand the teaching signification process, in line with the assumptions of Historical-Cultural Psychology. The results revealed that meanings of work such as satisfaction and recognition increase the power of the teacher to exercise his practices and create new ways of acting, while meanings permeated by negative feelings, such as anguish, anger, and discouragement, not only decrease his involvement with pedagogical activities but also favor their illness and absence from work.

Palavras-chave : Working conditions; High school; Cultural-historical psychology; School Psychology.

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