Vivências dos professores da educação básica na rede pública sob a ótica da psicodinâmica do trabalho

Abstract

The study analyzed the experiences of teachers in the municipal school system of Jatobá do Piauí, investigating how working conditions influence psychological well-being and quality of work life. Based on the frameworks of Work Psychodynamics and Quality of Work Life, it integrated subjective and organizational dimensions to understand the balance between pleasure and suffering in teaching. The research, of an applied, descriptive, and quantitative nature, used a structured questionnaire administered to fifty-five teachers, measuring perceptions of infrastructure, recognition, autonomy, interpersonal relationships, and mental health. The data were analyzed using descriptive statistics, allowing the identification of trends and weaknesses in the local educational context. The results indicated that, although most participants perceive the physical conditions of schools as adequate and express satisfaction with pedagogical autonomy and collegial relationships, signs of emotional overload, partial recognition, and insufficient institutional psychological support persist. Overall quality of work life was considered satisfactory by seventy percent of respondents but marked by contradictions between professional pleasure and emotional strain. The final considerations show that pleasure in teaching is linked to recognition and cooperation, while suffering arises from the intensification of demands and the lack of symbolic appreciation. It is concluded that improving teacher’ quality of work life requires structured public policies that integrate mental health, professional appreciation, and institutional listening practices, thereby consolidating more humane, participatory, and sustainable work environments.