Contributions of the ergology to the analysis of the teaching work activity

Abstract

DOI: http://dx.doi.org/10.14244/198271991202

This article aims to present a reflection that includes the representation of work throughout history, the representation of the teaching work in Brazil, as well as the contributions of ergology for analyzing the teaching activity. Its origin lies in the realization that the work has historically been treated as a priority in its macro-structural dimension. This is a qualitative research, dedicated to the literature review in productions in the field of studies about Work and Education. Ergology appears as an approach that allows the direct gaze of the researcher to micro dimensions that involve subjective and objective order of teachers in the work activity, allowing us to understand the own difficulties of this work, resulting from the various norms that precede it, as specific rules of the educational institution, the school routine, the proposed curriculum and also the understanding of the social role of the school. However, such requirements can not anticipate what the teacher finds in the real work situation, e.g., the confrontation with the great diversity of students, the unique relationship that each has with the school and with the knowledge, the particularities of every situation or the collective regulations of each school unit, aspects that can be accessed through the ergological approach of the teaching work activity.

Keywords: Teaching work, Teaching work activity, Ergology.