Implicações das políticas educacionais nas condições de trabalho e no adoecimento/readaptação dos professores da rede estadual de São Paulo 2022

Abstract

This paper aimed to investigate the implications of working conditions, arising from educational policies, on the illness and readaptation of high school teachers of the state education system of the State of São Paulo. Based on the qualitative approach, we used as a data collection procedure in the field research the application of na on-line questionnaire disseminated in the social networks of groups of readapted teachers and in whatsapp groups. We used documentary research in the sessions of the paper and the data collected were analyzed by the technique of thematic content analysis (CA). As results of our research, we obtained three analytical categories. In the first category, "Precariousness and intensification of teachers' work," we observed that precarious working conditions related to some aspects such as school infrastructure, violence in the school space, and especially precarious salaries, had an impact on the intensification of teachers' work, since teachers began to take on a larger number of classes in different schools in up to three periods, generating an overload of work, We must understand the precariousness and intensification of teaching work as a process in which these factors are interconnected in light of the scrapped conditions in which public education in the state of São Paulo finds itself. The second category "The readaptation process of São Paulo State teachers" follows in the participants' reports, the readaptation process that begins with the dismissal by the Department of Medical Expertise of the State (DPME) and subsequent evaluation for temporary or permanent readaptation. However, the suffering of teachers does not end with the removal from the classroom, since they need to face the stigmas in front of their peers, who most of the time consider the readaptation not as an extreme situation, whose illness makes it impossible for the education professional to perform the activities for which he or she was selected, but as a privilege for not having to teach in a sick environment anymore. And finally, the third category "Demand for the increase in the HDESP" approaches the index as a factor that impacts the teaching life, since it has become the guiding axis for the work of education professionals in the State of São Paulo. Thus, the charge for the satisfactory performance of students in SARESP makes teachers' work be directed to the training of students for the test, having the obligation to achieve the indexes stipulated by the SEE/SP. It is observed in this category that the pressure on teachers to achieve the indexes leads many teachers to blame themselves for the unsatisfactory results, partially contributing to their illness. We conclude in this study that for the teachers who participated in the research, the IDESP index was not the main or exclusive factor for their illness and readaptation, but that, along with the general conditions of precariousness and intensification of work, the charging of the index can contribute t this process.