SOCIAL REPRESENTATIONS IN THE LABOR RELATIONS OF BASIC EDUCATION TEACHERS IN THE STATE NETWORK OF MINAS GERAIS

Abstract

The objective of this study was to analyze the social representations of basic education teachers in the state of Minas Gerais related to work. This is a qualitative research carried out through guiding questions collected through an electronic form about the teaching activities with the greatest stress and the relationship with work. A total of 1320 teachers from the state network of Minas Gerais participated in this study. The data analysis was based on the theory of social representations and is presented by thematic axes: contextual aspects of the work of the school environment; public policies and the appreciation of teachers; relations with the government and school management; didactic and pedagogical aspects; emotional dimension: satisfaction and well-being; and, the school infrastructure. It is found that teachers' perceptions are shaped by their experiences and interactions in the school environment. These representations influence the way teachers deal with daily challenges and seek solutions to improve the quality of teaching, and not just the reproduction of knowledge. The need for public policies that address and recognize the importance of their role in society is pointed out.