A saúde docente no contexto das políticas curriculares de formação de professores/as: um conteúdo presente, esquecido ou invisibilizado?

Abstract

The research entitled "TEACHER HEALTH IN THE CONTEXT OF CURRICULAR POLICIES FOR TEACHER TRAINING: a present, forgotten, or invisible content?", linked to the Research Line: Educational Institutions, Curriculum, Teacher Training and Work, of the Doctoral Program in Education at the Federal University of Maranhão, presents reflections on the relationship between teacher health and initial teacher training curricula, and starts from the problem: within the scope of curricular policies, in the initial training process, is there any type of approach aimed at promoting and protecting the health of educators? Its general objective is to analyze the current state of the content of teacher health within the context of curricular policies, in order to understand its importance, needs, and contributions to education.This study contributes to addressing relevant situations experienced in teaching practice. The study adopts a critical-dialectical perspective, anchored in historical dialectical materialism, nterwoven with the metaphor of the bricklayer, a worker of hard labor. Its locus in the Federal Universities in the Northeast of Brazil, specifically their in-person Pedagogy courses as participants included coordinators, professors who are members of the Structuring Teaching Nuclei, and students in their final semester. Bibliographic and documentary researches were conducted, and mixed questionnaires were administered to research participants; initial refinement was performed using the State of the Question (Nóbrega-Therrien; Terrien, 2004), and data analysis was conducted using Content Analysis (Bardin, 2020) and softwares. The theoretical framework is supported by, among others, authors such as Araújo; Pinho; Masson (2019), Assunção; Oliveira (2009); Codo (1999), Esteve (1999), Duarte (2010, 2021), Lopes; Macedo (2022), Oliveira (2004, 2019, 2021), Pacheco (1996, 2003, 2022), Saviani (2009, 2019, 2021), Silva (2024). The results indicate the omission of curricular policies regarding the topic; include the construction of a breviary of warning signs regarding

the profile of illness today; the findings point to a significant number of political- pedagogical projects that need updating in light of the demands expressed and current

regulations, also highlighting the existence of projects aligned with a critical and resistant perspective; demonstrate the presence of tensions and contradictions between the participants' statements on aspects such as the relationship between the formal curriculum and the reality of teaching practice, and the theoretical centrality in the curricula; on the other hand, there are convergences on the impacts of neoliberal education reforms on teacher training and work. It notes the absence of systematic approaches to teacher health content in the curricula investigated and, although some do exist, when they occur it is incipient, punctual, analgesic and superficial, being recognized mainly by the students as urgent and necessary; the state in which the object finds itself within the scope of curricular policies and curricula at the end of the process manifests itself as invisible, which highlights gaps in initial training and translates into complaints that can contribute to raising reflections and debates about this object and its inclusion in curricular outlines, when the indispensable updates of the Course projects are made, a movement already under construction, in addition to helping the future teacher to better deal with situations that can culminate in illness in their teaching practice.