Violência no trabalho de professores da educação básica de Santa Cruz/RN

Abstract

Considered a problematic of global scope, school violence presents itself in many ways, involving different subjects, as seen in the media and in the social environment. However, it is noticed that the victimization suffered by the teacher has had little visibility in the context of the scientific literature. The general objective of this study was to investigate the phenomenon of violence in the work of teachers who work in basic education in Santa Cruz, Rio Grande do Norte. It is an exploratory-descriptive study of mixed approach, carried out in said municipality, whose data collection occurred between December 2017 and April 2018, in two phases. The first one, with a quantitative approach, included the application of the following instruments, Socio-demographic and occupational profile and the QIPVE - teacher version, resulting in a sample of 164 participants. The second, qualitative, was carried out through Focal Groups (GFs) developed in 03 institutions, totaling 27 professionals. The quantitative data were tabulated and analyzed by descriptive statistics using SPSS software version 21.0, applying the Chi-square test according to the possibilities. Already the qualitative ones, processed in Iramuteq and associated with Content Analysis. It was verified that most of the interviewees were young adults, of the female gender, married or with any form of union, had a higher educational level, had a child, taught in a school, was working in the public spheres, with a 30 hours / week and had a median teaching time of 10 years. In general, the data show that although the current violence suffered by the teacher directly did not have significant proportions in the public and private groups, it is noteworthy to be present in the work environment, regardless of which teaching network this professional is part of, evidencing that both groups present, among themselves, much more common characteristics than differences, being possible to identify some dissimilarities between them. Therefore, the following issues were observed to be significantly higher for private network workers: 78.4% reported no use of illicit drugs in schools or drug trafficking; 91.9% affirmed the absence of gangs; 80% did not witness threats among students and 73% denied having witnessed physical assaults among students. However, when it comes to the presence of name-calling and / or daily nicknames among students, it is more frequent in the group of teachers in the public network, equivalent to 79%, and it can be inferred that the school climate tends to be quieter in the private network. From the material obtained with the GFs, seven categories emerged: Teachers' conceptions about school violence; Violence against teachers: a reality?, Confrontation, Somatization of violence; Factors related to violence suffered by the teacher; The threat in the reports of teachers and Des (motivation) in being / being a teacher, allowing greater understanding about the phenomenon. This work shows that victimization is present in the teaching profession, and can have effects on their quality of life. It is necessary to seek intervention measures that corroborate with prevention, health promotion and also assistance to teachers in situations of violence. It is hoped that the results can contribute to improvements in the perspective of providing a satisfactory working environment.