BURNOUT SYNDROME FROM A GENDER PERSPECTIVE
The aesthetics of symbolic violence and the resignification of teaching practice
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The general objective of this research is to investigate which profiles of teaching practice are presented as aesthetics of symbolic violence by Burnout Syndrome and its re-signification, especially among women. The specific objectives are 1) Unveil the developments concerning the mental health of female teachers from the perspective of Burnout Syndrome and its interference in psycho-emotional and professional performance; 2) Identify some types of veiled actions of symbolic violence in the school context that lead to the professional illness of women, resulting in Burnout Syndrome; 3) Systema...
The general objective of this research is to investigate which profiles of teaching practice are presented as aesthetics of symbolic violence by Burnout Syndrome and its re-signification, especially among women. The specific objectives are 1) Unveil the developments concerning the mental health of female teachers from the perspective of Burnout Syndrome and its interference in psycho-emotional and professional performance; 2) Identify some types of veiled actions of symbolic violence in the school context that lead to the professional illness of women, resulting in Burnout Syndrome; 3) Systematize strategies that could be put into effect in the implementation of pedagogical practices linked to the curriculum, in a meaningful and active way, guiding towards the resignification of the teaching profession.The research seeks to identify the invisible nuances of pedagogical practices and interpersonal relationships, highlighting the importance of resignifying the teaching role in order to mitigate the impact of symbolic violence on the mental health and professional performance of educators.
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