<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000100205</article-id>
<article-id pub-id-type="doi">10.14393/obv6n1.a2022-64387</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Processos grupais e atividade docente: uma proposta interventiva para saúde psicológica]]></article-title>
<article-title xml:lang="en"><![CDATA[Group processes and teaching activity: an interventional proposal for psychological health]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Luciete Valota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFJ  ]]></institution>
<addr-line><![CDATA[Jataí ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A pesquisa investigou como o processo grupal pode ser um instrumento de resistência ao sofrimento, ao adoecimento e à alienação no trabalho docente. Apresenta como aportes teóricos a Psicologia Histórico-Cultural e a perspectiva histórico-dialética dos grupos humanos. Os procedimentos metodológicos basearam-se em uma palestra sobre &#8220;Saúde do Professor&#8221;, entrevistas de orientação e o processo grupal concreto. Os resultados principais demonstram que a reflexão coletiva sobre os elementos singulares e gerais da negatividade e da positividade do trabalho docente produzem contradições e avanços nas consciências pedagógicas. O processo grupal permite a satisfação de múltiplas necessidades humanizadoras que se transformam em motivos estimuladores das atividades individuais, quais sejam: motivos terapêuticos, motivos reveladores das dificuldades docentes, motivos de aprendizagem, motivos do trabalho coletivo, motivos reflexivos do processo saúde-doença e motivos afetivo-emocionais. A satisfação das necessidades humanizadoras, obliteradas no plano concreto da realidade escolar e social, produzem afetos positivos nos professores. Essas constatações autorizam a defesa da tese de que a atividade grupal e coletiva gera processos de resistência ao sofrimento e à alienação no trabalho pedagógico e, por conseguinte, de saúde psicológica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present research investigated how group process can be an instrument of resistance to suffering, illness, and alienation in the teaching work. It presents the cultural-historical psychology and the historical-dialectical perspective of human groups as theoretical contributions. The methodological procedures were based on a lecture on &#8220;Teacher's Health&#8221;, orientation interviews, and the concrete group process. The main results demonstrate that collective reflection on the singular and general elements of the negativity and positivity of teaching work produce contradictions and advances in pedagogical consciences. Group process allows the fulfilment of multiple humanizing needs, which turn into motivating reasons for individual activities, namely: therapeutic reasons, reasons that reveal teaching difficulties, reasons for learning, reasons for collective work, reasons that reflect the health-disease process, and affective-emotional reasons. The fulfilment of humanizing needs, obliterated in the concrete plan of the school and social reality, produces positive affects in teachers. These findings corroborate the defense of the hypothesis that group and collective activities generate processes of resistance to suffering and to alienation in pedagogical work and, therefore, of psychological health.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[Processo grupal]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho docente]]></kwd>
<kwd lng="en"><![CDATA[Cultural-historical psychology]]></kwd>
<kwd lng="en"><![CDATA[Group process]]></kwd>
<kwd lng="en"><![CDATA[Teaching work]]></kwd>
</kwd-group>
</article-meta>
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