Título:	A dor que ensina : sofrimento subjetivo de docentes em uma escola da rede pública do Distrito Federal
Autor(es):	Vidal, Clarissa Gomes
Orientador(es):	Goulart, Daniel Magalhães
Assunto:	Mal-estar docente Escolas públicas - Distrito Federal (Brasil) Docência
Data de publicação:	10-Jun-2026
Data de defesa:	29-Jan-2026
Referência:	CLARISSA GOMES VIDAL. A dor que ensina: sofrimento subjetivo de docentes em uma escola da rede pública do Distrito Federal. 2025. 163 f. Dissertação (Mestrado em Educação) — Universidade de Brasília, Brasília, 2026.
Abstract:	This study emerged from concerns regarding the significant increase in the number of teachers diagnosed with psychological problems and placed on medical leave in Brazil. The ways in which this issue has been addressed have proven to be limited, revealing a tendency, sustained by hegemonic discourses, to understand teachers’ suffering through simplified explanations marked by medicalizing, pathologizing, and individualistic perspectives. In this context, the study aimed to understand how expressions of teachers’ suffering are subjectively configured in a public secondary school serving both upper-secondary education and the final years of lower-secondary education in the Federal District, as well as the subjective resources implicated by teachers in this context. The research was grounded in the Theory of Subjectivity from a cultural historical perspective, as proposed by González Rey, articulating education, health, and teachers’ suffering through a relational, historical, and socially situated understanding of educational processes. In this sense, the study problematized the constitution of subjectivity in teaching, the technicization of education, and the growing symbolic precariousness to which teaching work has been subjected. From an epistemological and methodological standpoint, the research was guided by Qualitative Epistemology, articulated with the Constructive-Interpretive Methodology, and involved five months of fieldwork. The investigative process included immersion in everyday school life and participation in projects developed within the institution, involving teachers and other members of the school staff. Conversational dynamics and participant observation constituted the main instruments in the production of information. The research findings were organized into two thematic axes. The first analyzes the social subjective configuration of teachers’ suffering in professional practice, traversed by processes such as the weakening of bonds, medicalization, school violence, social vulnerability, the erosion of collective instances, and aspects related to school management. The second axis addresses the subjective suffering of a teacher and the subjective resources mobilized by teachers in response to contemporary challenges of the profession, considering the diversity of professional trajectories. The analysis evidenced teachers’ suffering as a relational, historical, and socially situated phenomenon, configured as a complex subjective production traversed by institutional, historical, and social processes that hinder professional practice and weaken professional identity. Interpretative constructions indicated the predominance of institutionalized practices that tend to individualize and pathologize suffering, reinforcing feelings of impotence and paralysis in everyday school life, as well as a crisis in collective structures and in the political dimension of teaching, marked by isolation and the weakening of professional bonds. At the same time, alternative subjective configurations sustained by engagement, implication, and creativity were evidenced, expressing the potential of dialogical institutional spaces and management relations capable of mobilizing subjective resources and reactivating possibilities for action and transformation within the school context.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado) — Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2026.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

Os itens no repositório estão protegidos por copyright, com todos os direitos reservados, salvo quando é indicado o contrário.