Docência e menopausa na educação de jovens e adultos

Abstract

The purpose of this paper is to discuss menopause and its symptoms, reflecting whether these constitute an interference factor in the pedagogical practice of teachers who work in the Youth and Adult Education (EJA) modality. Knowing that during this phase of their lives teachers must still be in the classroom, we seek to answer the following questions: How do teachers interpret menopause? What do they feel, what do they think and how do they act? Do the changes occurred and the symptoms experienced during menopause interfere with your pedagogical practice? In this way, it was defined as the general objective of the research to reflect on the thinking, acting and pedagogical practice of teachers of Youth and Adult Education during the menopause period in view of possible changes in teaching practice in the classroom. The research is exploratory and qualitative in nature, as an instrument of data collection, an interview and a Google questionnaire were used, which were answered by three teachers of Youth and Adult Education, from two schools in the municipal school system, with age of menopause and climacteric (45 to 65 years). The analyzes were supported by Content Analysis (BARDIN, 1977), enabling the survey of themes, conceptualization, positive and negative points, based on inferences about the theme. It was concluded that the teachers perceive the menopause as a phase of “Of freedom”, “Of changes” and “Of difficulties”, being able to be felt common and diverse symptoms, that for some professionals modified their daily pedagogical practices, while for others they did not.