Teacher malaise and non-recognition, words of teachers at a public school in Niterói

Abstract

This article addresses teachers' malaise at work, based on testimonies from teachers at a public school in Niterói. It offers an excerpt from the research-extension Teacher Training: childhood, adolescence and malaise in schooling at the Federal University of Rio de Janeiro that held conversation circles in a research-intervention model. Turning to the malaise articulated with the non-recognition of and in the teaching work, it analyzes, from the teachers' discourse, the primary and secondary aspects in the production of malaise. It concludes that these aspects are a strategic theoretical subdivision, but in practice they are inseparable.