"Eu sou quem então?": o trabalho docente na educação infantil e os impactos da organização do trabalho na dinâmica do reconhecimento / "Then who am I?": the teaching work in childhood education and the impacts of the work organization in the dynamic of recognition

Este estudo teve como intuito compreender como o reconhecimento do trabalho docente na educação infantil interfere na saúde das professoras. Para isso, buscou entender as modificações no contexto da educação infantil e os fatores produtores de prazer e sofrimento no ambiente laboral. A pesquisa foi realizada em um município do interior do Rio Grande do Sul, com oito docentes da primeira etapa da educação da rede pública, por meio de entrevistas semiestruturadas. A metodologia utilizada foi uma adaptação da psicodinâmica do trabalho strictu sensu. O trabalho docente na educação infantil tem passado por modificações, inclusive em sua organização. Algumas professoras precisaram assumir a responsabilidade pedagógica de mais de uma turma, o que acarretou o aumento da carga de trabalho. Além disso, possuem pouco tempo com as crianças e a principal atividade se refere a atribuições de tarefas. Nesse sentido, a dinâmica da contribuição e do reconhecimento das profissionais é afetada. O reconhecimento é fundamental para que o trabalho tenha sentido para o sujeito. Para as professoras pesquisadas ele provém das crianças com as quais trabalham e é manifestado por meio do afeto.

This study had as a general objective to understand how the recognition of the teaching work in the childhood education interferes with the health of the teachers. For this purpose, it sought to understand the changes in the context of childhood education and the factors that produce pleasure and suffering due to the work environment. The research was carried out in a municipality in the countryside of Rio Grande do Sul, with eight teachers from the first stage of public education, through semi-structured interviews. The methodology used was an adaptation of the Psychodynamics of Work Stricto Sensu. Teaching work in childhood education has undergone changes, its organization included. Some teachers had to assume the pedagogical responsibility of more than one class, which has led to an increase in the workload. In addition, they have little time with the children and the main activity refers to tasks distribution. In this sense, the dynamic of contribution and recognition of the professionals is affected. The acknowledgment is essential so that the work has a meaning for the subject. For the researched teachers, it comes from the children with whom they work, manifested through affection.

The ergonomic process of an automotive company in Brazil: a study case.

The goal of this paper is to present the ergonomic process of an automotive company, whose focus is on the adaptation of the work conditions to the psychophysiological characteristics of its employees. The planning and the development of the ergonomic actions took place in three distinctive stages: ergonomic analysis of the work post (stage 1), ergonomic adaptations (stage 2) and Ergonomic Committee (stage 3). The activities started in June 2006 and have lasted to the current date, keeping a permanent improving process. The procedure adopted was based on the ergonomic analysis methodology proposed by Wisner (1994:1997) and the stages of the Ergonomic Analysis of Work presented in the 17 NR Regulatory Manual (MET, 2002). The paper's approach focused on the voluntary participation of workers from different areas and different hierarchical levels of the organization throughout all the stages of the process. The methodological procedures included descriptive research techniques, exploratory and qualitative research criteria, background and guidelines available in literature and legislation, as well as company information. Among the main results it can be mentioned the satisfaction of the employees regarding the appropriate work conditions, cultural and organizational changes and the creation of an Ergonomic Committee in the company.