<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982024000100222</article-id>
<article-id pub-id-type="doi">10.1590/0102-469836820</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[VIVÊNCIAS, CONDIÇÕES DE TRABALHO E PROCESSO SAÚDE-DOENÇA: RETRATOS DA REALIDADE DOCENTE]]></article-title>
<article-title xml:lang="es"><![CDATA[VIVENCIA, CONDICIONES DE TRABAJO Y PROCESO DE SALUD-ENFERMEDAD: RETRATOS DE LA REALIDAD DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[EXPERIENCES, WORKING CONDITIONS AND HEALTH-DISEASE PROCESS: PORTRAITS OF TEACHERS&#8217; REALITY]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CUNHA]]></surname>
<given-names><![CDATA[SAULO DANIEL MENDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MATOS SOBRINHO]]></surname>
<given-names><![CDATA[JOSÉ DE ANDRADE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVEIRA]]></surname>
<given-names><![CDATA[APARECIDA ROSÂNGELA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SAMPAIO]]></surname>
<given-names><![CDATA[CRISTINA ANDRADE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Montes Claros  ]]></institution>
<addr-line><![CDATA[Montes Claros MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100222&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100222&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As condições de trabalho docente e as vivências dos professores da rede básica de ensino público foram impactadas a partir das reformas educacionais implantadas na década de 1990, com forte influência da política neoliberal. Como resultado dessa influência, houve a precarização da educação pública na educação básica. Repercussões deste cenário educativo, caracterizado por péssimas condições para realização do trabalho e desvalorização da carreira docente têm afetado a história de vida do professor e provocado adoecimentos nesta classe trabalhadora. Nesse contexto, o objetivo deste estudo foi de compreender os processos envolvidos no adoecimento de professores de escolas públicas da cidade de Montes Claros-MG, a partir de vivências e condições de trabalho. Trata-se de uma pesquisa qualitativa, fundamentada no Interacionismo Simbólico, realizada por meio do método Grounded Theory, na perspectiva construcionista social. Foram entrevistados 12 professores da educação básica em escolas estaduais. Os dados, no processo de análise, produziram codificações que resultaram em sete categorias axiais, as quais buscam elucidar os pressupostos teóricos desta investigação. As discussões deste estudo apontaram que o adoecimento dos professores da educação básica envolve processos e causas multifatoriais, tais como: a precarização do trabalho docente; as manifestações subjetivas do mal-estar docente e os impasses na superação desse sentimento; o enfrentamento de conflitos com os alunos e familiares na escola; os descompassos na prática pedagógica do professor e as repercussões do trabalho na vida pessoal do professor. Assim, como resultados, todos esses processos apresentaram relação com o adoecimento físico e/ou mental dos professores participantes dessa pesquisa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Las condiciones del trabajo docente y las experiencias de los profesores de la red pública de enseñanza básica fueron impactadas a partir de las reformas educacionales implementadas en la década de 1990, con fuerte influencia de las políticas neoliberales. Como resultado de esta influencia, se produjo la precarización de la enseñanza pública en la educación básica. Las repercusiones de este escenario educativo, caracterizado por las malas condiciones de trabajo y la desvalorización de la carrera docente, han afectado la historia de vida de los maestros y provocado enfermedades en esta clase trabajadora. En este contexto, el objetivo de este estudio fue comprender los procesos involucrados en la enfermedad de los profesores de escuelas públicas de la ciudad de Montes Claros-MG, a partir de experiencias y condiciones de trabajo. Se trata de una investigación cualitativa, basada en el Interaccionismo Simbólico, realizada a través del método de la Teoría Fundamentada, desde una perspectiva construccionista social. Fueron entrevistados 12 profesores de educación básica de escuelas públicas. Los datos, en el proceso de análisis, produjeron codificaciones que resultaron en siete categorías axiales, que buscan dilucidar los supuestos teóricos de esta investigación. Las discusiones de este estudio señalaron que la enfermedad de los profesores de educación básica involucra procesos y causas multifactoriales, tales como: la precarización del trabajo docente; las manifestaciones subjetivas del malestar del profesor y los impases en la superación de este sentimiento; el enfrentamiento de conflictos con alumnos y familiares en la escuela; los desajustes en la práctica pedagógica del profesor y las repercusiones del trabajo en la vida personal del profesor. Así, como resultados, todos estos procesos se relacionaron con la enfermedad física y/o mental de los profesores participantes en esta investigación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The teachers&#8217; working conditions and their experiences in the basic public education network were impacted by the educational reforms implemented in the 1990s, with a strong influence on neoliberal policy. As a result of this influence, there was a precariousness of public education in basic education. The repercussions of this educational scenario, characterized by terrible work achievement conditions and devaluation of the teaching career, have been affecting the teacher's life story and caused illnesses in this working class. In this context, the aim of this study was to understand the processes involved in the illness of public school teachers in the city of Montes Claros-MG, based on experiences and working conditions. This is qualitative research, based on Symbolic Interactionism, carried out through the Grounded Theory, from a social constructionist perspective. Twelve teachers of basic education in state schools were interviewed. The data, in the analysis process, produced encodings that resulted in seven axial categories, which were searched to elucidate the theoretical assumptions of this investigation. The results of this study showed that the illness of basic education teachers involves multifactorial processes and causes. The discussions of this study pointed at the illness of basic education teachers involves multifactorial processes and causes, such as: the precariousness of teaching work; subjective manifestations of teachers' malaise and impasses in overcoming this feeling; facing conflicts with students and family members at school; the mismatches in the teacher's pedagogical practice and the repercussions of work on the teacher's personal life. Thus, as a result, all these processes were related to the physical and/or mental illness of the teachers participating in this research.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Docentes]]></kwd>
<kwd lng="pt"><![CDATA[condições de trabalho]]></kwd>
<kwd lng="pt"><![CDATA[processo saúde-doença]]></kwd>
<kwd lng="pt"><![CDATA[grounded theory.]]></kwd>
<kwd lng="es"><![CDATA[Facultad]]></kwd>
<kwd lng="es"><![CDATA[condiciones laborales]]></kwd>
<kwd lng="es"><![CDATA[proceso salud-enfermedad]]></kwd>
<kwd lng="es"><![CDATA[grounded theory]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[working conditions]]></kwd>
<kwd lng="en"><![CDATA[health-disease process]]></kwd>
<kwd lng="en"><![CDATA[grounded theory]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[MOSQUERA]]></surname>
<given-names><![CDATA[Juan José Mouriño]]></given-names>
</name>
<name>
<surname><![CDATA[STOBÄUS]]></surname>
<given-names><![CDATA[Claus Dieter]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O mal-estar na docência em tempos líquidos de modernidade]]></article-title>
<source><![CDATA[Revista Mal-Estar e Subjetividade]]></source>
<year>2010</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>865-85</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
