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O mal-estar na docência e suas implicações no ensino de filosofia
(Universidade Federal de Goiás, 2024-12-18) Silva, Ludmylla Pereira da; Felicio, Carmelita Brito de Freitas; Chaves, Rosângela Almeida; Chaves, Rosângela Almeida; Ferreira, Evandson Paiva; Felicio, Carmelita Brito de Freitas
This paper, titled The Malaise in Teaching and Its Implications for Philosophy Education, aims to reflect on the working conditions of teachers and their impact on the mental health of educators, with a focus on the context of philosophy education. Teacher malaise is an increasing phenomenon, with factors such as emotional overload, professional isolation, and pressure for immediate results contributing to a significant rise in psychological issues. These aspects not only undermine the well- being of educators but also affect the quality of pedagogical relationships and, consequently, the teaching-learning process. In light of this scenario, it is essential to question the possible causes of this malaise and reconsider pedagogical practices and public policies aimed at supporting the well- being of these professionals. Proposals such as the ethics of care, along with actions integrating institutional and psychological support, may offer alternatives to mitigate the implications of malaise and foster a more humane and welcoming environment for the entire school community, as discussed in this paper.