WORK AND VOCATIONAL EDUCATION: AN ANALYSIS OF THE WORK CONTEXT OF TEACHERS AT A FEDERAL INSTITUTE

Abstract

The work context of teachers in vocational and technological education has been impacted by contemporary transformations that affect work organization. Despite the expansion of the Federal Education Network, research focusing on workers in Federal Institutes—especially teachers—remains limited. In this context, this study aimed to analyze the work context of teachers in Basic, Technical, and Technological Education (EBTT) at a Federal Institute located in the Southeast region of Brazil. This is an exploratory-descriptive study with a quantitative approach, using descriptive statistical parameters for data analysis. A total of 104 teachers participated in the study, and data were collected through a sociodemographic questionnaire and the Work Context Assessment Scale. The results indicate a predominantly unfavorable evaluation, with 91% of teachers classifying Work Organization as presenting moderate to high risk, highlighting an intense work pace, short deadlines, and insufficient staffing. Socio-professional relationships were also evaluated unfavorably by 71% of participants, likewise as moderate to high risk, with emphasis on lack of integration, unsatisfactory communication, and workplace disputes. Finally, Working Conditions were considered moderate to high risk by 70% of the teachers, particularly due to excessive noise, inadequate furniture, and insufficient equipment. The findings reveal a scenario of vulnerability in the work context of the teachers at the Federal Institute studied, with a predominance of moderate to high risk factors across all three domains, constituting conditions unfavorable to the mental health of these professionals. The need for institutional interventions aimed at improving work organization, socio-professional relationships, and working conditions is emphasized, with a view to promoting health and fostering a healthy work environment for teachers