TEACHER MEETINGS AND PEDAGOGICAL DISCUSSIONS
Keywords: Teaching; Psychodynamics of Work; Pedagogical Experiences; Emotions.
The present research aimed to understand the senses and meanings attributed by teachers from Cáceres to the different cycles of their life and teaching work trajectories, interpreting their experiences, emotions, and transformations experienced throughout their careers. It is based on studies about teacher identity, emotions, mental health, and Psychodynamics of Work, especially on the contributions of Christophe Dejours, articulated with discussions on the experience and constitution of the teaching subject. The research is part of the qualitative field, assuming an interpretive and comprehensive perspective. Four female teachers from the public school system of the municipality of Cáceres-MT participated in the study, selected from different moments of their professional trajectory. Data collection occurred through audio-recorded open interviews that were described and organized based on the criteria for selecting the interviewees. Data analysis allowed the identification of core meanings related to the construction of teacher identity, recognition, suffering and pleasure at work, affective relationships, motherhood, spirituality, professional legacy, and the reframing of the teaching experience. The results show that teaching is crossed by continuous processes of subjective transformation, in which suffering, recognition, and affectivity are articulated in the production of meanings for work. It is concluded that teaching trajectories are constituted by non-linear movements, marked by encounters, mismatches, permanencies, and reinventions, demonstrating that professional experience goes beyond the technical dimension and is configured as a human, relational, and existential process.