Teachers of Specialized Educational Services (AEE): paths, voices and experiences in Ladário, MS

Abstract

This article presents the results of a study that aimed to analyze the work and the factors that contribute to well-being and malaise among teachers working in Specialized Educational Services (SES). The study draws on Positive Psychology as its theoretical framework, drawing on the work of Rebolo, Jesus, Seligman, among others. In the field of Special Education, contributions from authors such as Kassar, Rebelo, and Mazzotta, among others, are used. The research adopted a qualitative approach, with data produced through semi-structured interviews and the application of the Teacher Well-being Scale (EBED). The study participants were six teachers working in SES in the municipal school system of Ladário, Mato Grosso do Sul. The analyses interweave the teachers' voices and the EBED results, demonstrating that, for the most part, these teachers are satisfied with their work, primarily because they feel recognized and valued by parents and students with special needs. However, some aspects of dissatisfaction were also highlighted, mainly related to salary and workplace infrastructure. It is essential that these aspects be minimized to ensure a more satisfying work environment that allows teachers to provide appropriate services to students with special needs.