Abstract
The objective of this study was to characterize teachers' emotional labor by identifying and map-ping the emotional demands in the context of professional and technological teaching. Data col-lection was carried out in two stages: documentary research and focus group technique with the participation of six managers and six teachers. We adopted inductive analysis for the documentary corpus, with the support of the Atlas.ti software, and a deductive system of codification and open categorization for the analysis of the corpus of the focus groups. Eight emotional demands were grouped in three macro categories: interactional, technical-pedagogical, and intrapersonal. In-teractive affective events strongly mobilize teachers, especially when it comes to inappropriate student behavior. It is concluded that the emotional demands of the teacher-student interaction require greater preparation of the teachers to sustain their performance and to maintain their well-being.
Highlights
The objective of this study was to characterize teachers' emotional labor by identifying and mapping the emotional demands in the context of professional and technological teaching
Os eventos afetivos interacionais mobilizam fortemente os docentes, principalmente quando se trata do comportamento inadequado do aluno
Eight emotional demands were grouped in three macro categories: interactional, technicalpedagogical, and intrapersonal
Summary
Resumo O objetivo deste estudo foi caracterizar trabalho emocional docente ao identificar e mapear as demandas emocionais no contexto do ensino profissional e tecnológico. A coleta de dados realizou-se em duas etapas: pesquisa documental e técnica do grupo focal com participação de seis gestores e seis professores. Adotou-se a análise indutiva para o corpus documental, com apoio do software Atlas.ti, e um sistema dedutivo de codificação e categorização aberto para análise do corpus dos grupos focais. Foram definidas oito demandas emocionais agrupadas em três macrocategorias: interacional, técnico-pedagógico e intrapessoal. Os eventos afetivos interacionais mobilizam fortemente os docentes, principalmente quando se trata do comportamento inadequado do aluno. Conclui-se que as demandas emocionais da interação professor-aluno exigem maior preparo do docente para assegurar o seu desempenho e manter o seu bem-estar. Palavras-chave: Emoções; Docente; Trabalho emocional; Demandas emocionais; Docente
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