<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922023000100213</article-id>
<article-id pub-id-type="doi">10.20396/etd.v25i00.8666878</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NECESSIDADES PSICOLÓGICAS BÁSICAS E O BEM-ESTAR NA DOCÊNCIA NA EDUCAÇÃO BÁSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[BASIC PSYCHOLOGICAL NEEDS AND WELL-BEING IN TEACHING IN BASIC EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[NECESIDADES PSICOLÓGICAS BÁSICAS Y BIENESTAR EN LA ENSEÑANZA EN LA EDUCACIÓN BÁSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattos]]></surname>
<given-names><![CDATA[Rosa Carine Menezes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Timm]]></surname>
<given-names><![CDATA[Jordana Wruck]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A03"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[Frederico Westphalen RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Regional Integrada do Alto Uruguai e das Missões  ]]></institution>
<addr-line><![CDATA[São Luiz Gonzaga RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922023000100213&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922023000100213&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetiva-se analisar os posicionamentos de docentes que atuam na educação básica frente as necessidades psicológicas básicas e, com isso, compreender que definições atribuem aos sensos de autonomia, competência e pertencimento e sua relação com o bem-estar na docência. A metodologia utilizada compreendeu uma pesquisa quali-quantitativa, através da aplicação de um questionário, encaminhado por e-mail, via Google Forms. O questionário original foi subdividido em três eixos, sendo aqui adotados para discussão e análise, o primeiro e parte do terceiro. O primeiro eixo compreende questões relevantes para a contextualização sóciodemográfica e laboral. O terceiro eixo, composto por cinco perguntas discursivas, sendo três delas relativas as necessidades psicológicas básicas e, portanto, utilizadas na presente discussão. Os dados coletados foram analisados pelo viés da analise de conteúdo. Participaram do estudo oitenta e três professoras&#8725;es da rede pública municipal de uma cidade situada no noroeste do estado do Rio Grande do Sul, o que equivale a 44,6% do total de docentes municipais que trabalham em sala de aula, no referido município. Os resultados indicam níveis satisfatórios de bem-estar, em especial no que tange às necessidades psicológicas básicas (pertencimento, competência e autonomia). Conclui-se que a ênfase nas necessidades psicológicas básicas permitiu compreender que o bem-estar docente precisa ser um propósito de toda a comunidade escolar, articulando os distintos segmentos na organização das instituições e sistemas educacionais, de modo a propiciar a vivência do senso de autonomia, de competência e de pertencimento no contexto da docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective is to analyze the positions of teachers who work in basic education regarding basic psychological needs and, with this, understand which definitions they attribute to the senses of autonomy, competence and belonging and their relationship with the well-being in teaching. The methodology used comprised a quali- quantitative research, through the application of a questionnaire, sent by e-mail, via Google Forms. The original questionnaire was subdivided into three axes, the first and part of the third being adopted here for discussion and analysis. The first axis comprises issues relevant to the sociodemographic and labor context. The third axis, composed of five discursive questions, three of which are related to basic psychological needs and, therefore, used in this discussion. The collected data were analyzed using the content analysis bias. Eighty-three teachers from the municipal public network of a city located in the northwest of the state of Rio Grande do Sul participated in the study, which is equivalent to 44.6% of the total number of municipal teachers who work in the classroom in that city. The results indicate satisfactory levels of well-being, especially with regard to basic psychological needs (belonging, competence and autonomy). It is concluded that the emphasis on basic psychological needs allowed us to understand that teacher well-being needs to be a purpose of the entire school community, articulating the different segments in the organization of institutions and educational systems, in order to provide the experience of a sense of autonomy, competence and belonging in the context of teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se objetiva analizar las posiciones de los docentes que laboran en la educación básica con respecto a las necesidades psicológicas básicas y, con ello, comprender qué definiciones atribuyen a los sentidos de autonomía, competencia y pertenencia y su relación con el bienestar en la docencia. La metodología utilizada consistió en una investigación cuali-cuantitativa, mediante la aplicación de un cuestionario, enviado por correo electrónico, a través de Google Forms. El cuestionario original fue subdividido en tres ejes, siendo adoptados aquí el primero y parte del tercero para su discusión y análisis. El primer eje comprende temas relevantes al contexto sociodemográfico y laboral. El tercer eje, compuesto por cinco preguntas discursivas, tres de las cuales están relacionadas con necesidades psicológicas básicas y, por tanto, utilizadas en esta discusión. Los datos recopilados se analizaron utilizando el sesgo de análisis de contenido. Participaron del estudio 83 docentes de la red pública municipal de una ciudad ubicada en el noroeste del estado de Rio Grande do Sul, lo que equivale al 44,6% del total de docentes municipales que laboran en el aula en esa ciudad. Los resultados indican niveles satisfactorios de bienestar, especialmente en lo que respecta a las necesidades psicológicas básicas (pertenencia, competencia y autonomía). Se concluye que el énfasis en las necesidades psicológicas básicas permitió comprender que el bienestar docente debe ser un propósito de toda la comunidad escolar, articulando los diferentes segmentos en la organización de las instituciones y sistemas educativos, a fin de brindar la experiencia de un sentido de autonomía, competencia y pertenencia en el contexto de la enseñanza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Bem-estar do professor]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades Psicológicas Básicas]]></kwd>
<kwd lng="pt"><![CDATA[Docência]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="en"><![CDATA[Teacher welfare]]></kwd>
<kwd lng="en"><![CDATA[Basic Psychological Needs]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="es"><![CDATA[Bienestar docente]]></kwd>
<kwd lng="es"><![CDATA[Necesidades psicológicas básicas]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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