Resumo

SOUZA, Sandra Regina de Oliveira de  e  MILITAO, Andréia Nunes. TEACHING WORKING CONDITIONS IN SPECIAL EDUCATION IN THE STATE OF MATO GROSSO DO SUL (2008-2024). Práx. Educ. [online]. 2025, vol.21, n.52, e15909.  Epub 16-Jun-2025. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v21i52.15909.

This study aims to investigate the profile, training, and working conditions of Special Education (SE) teachers and professionals in Mato Grosso do Sul (MS), Brazil. "Working conditions" include aspects such as remuneration, infrastructure, workload, professional satisfaction, and educators' health (Oliveira; Assunção, 2011). The analyses presented refer to the first author's doctoral research. The survey research method was adopted, using self-administered online questionnaires, after approval by the Ethics Committee, applied to 361 professionals selected through stratified sampling across eleven strata. Data were collected from teachers of the Specialized Educational Assistance (SEA) and support teachers/professionals for students with disabilities working in public education in Mato Grosso do Sul across the state's 79 municipalities. The research adopts Dialectical Historical Materialism (DHM) as its methodological foundation, with a quantitative-qualitative approach. For descriptive and analytical data analysis, the statistical software Jamovi version 2.3.18 with a graphical interface was used.The results indicate that 88.4% of the 361 participating teachers have temporary contracts, with a predominance of female professionals in Special Education. However, the research points to low ethnic-racial diversity, with limited representation of Indigenous, Black, and disabled teachers. Elements such as wage disparities, work overload, lack of planning time, and inadequate infrastructure were identified as factors exacerbating the precariousness, intensification, and flexibilization of teaching work in SE.

Palavras-chave : teaching working conditions; teaching work; teacher education; special education.

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