Do conflito ao compromisso: como a resiliência conecta a satisfação no trabalho e a permanência docente

Pedro Schimmelpfeng; Gilvan Charles Cerqueira de Araújo; Rafael de Carvalho Pullen Parente; Renato de Oliveira Brito

doi:10.25053/redufor.v11.e16184

Autores

Pedro Schimmelpfeng Universidade Católica de Brasília https://orcid.org/0000-0003-1175-1443
Gilvan Charles Cerqueira de Araújo Universidade Católica de Brasília https://orcid.org/0000-0003-4238-0139
Rafael de Carvalho Pullen Parente Universidade Católica de Brasília https://orcid.org/0009-0007-3241-723X
Renato de Oliveira Brito Universidade Católica de Brasília https://orcid.org/0000-0002-9345-2529

DOI:

https://doi.org/10.25053/redufor.v11.e16184

Palavras-chave:

satisfação no trabalho, evasão docente, educação básica, PRISMA, MMAT

Resumo

Introdução. A escassez docente e as altas taxas de evasão revelam a centralidade da satisfação profissional para a permanência na carreira. Este estudo analisa criticamente como fatores intrínsecos e extrínsecos se articulam na produção de conflitos no trabalho docente. Metodologia. Realizou-se revisão sistemática orientada pelo Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020, com avaliação metodológica via Mixed Methods Appraisal Tool. Foram selecionados 20 estudos empíricos publicados entre 2020 e 2024, com alto impacto de citação, nas bases Scientific Electronic Library Online, Web of Science, Education Resources Information Centre e Scopus. Resultados. Identificaram-se associações recorrentes entre apoio administrativo e maior satisfação, enquanto sobrecarga de trabalho e baixa valorização figuram como preditores consistentes de estresse e burnout. A resiliência emerge não como atributo isolado, mas como processo mediador condicionado pelas condições de trabalho, definindo se os conflitos favorecem fortalecimento profissional ou intensificam o desgaste. Discussão. Propõe-se um modelo conceitual no qual a permanência docente depende da regulação articulada entre dimensões pessoais e institucionais, problematizando abordagens individualizantes da evasão.

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Biografia do Autor

Pedro Schimmelpfeng, Universidade Católica de Brasília

Doutor em Educação (UnB), Mestre em Zoologia (UnB), MBA em Gestão de Negócios (IBMEC) e Bacharel e Licenciado em Ciências Biológicas (UniCEUB). Professor permanente do Programa de Pós-Graduação em Educação da Universidade Católica de Brasília (UCB) e Pesquisador Associado - Cátedra UNESCO da UCB. Membro do Comitê de Ética em Pesquisa (CEP) da UCB. Pesquisador do Grupo de Pesquisa Educação, Ecologia Humana e Transdisciplinaridade. Membro da Associação Nacional de Pós-Graduação e Pesquisa em Educação (ANPEd).
Gilvan Charles Cerqueira de Araújo, Universidade Católica de Brasília

Doutor em Geografia pela UNESP-Campus de Rio Claro/SP, Pós-Doutorado em Geografia pela FFLCH/USP, Pós-Doutorado em Educação pela PUC-RS. Professor e Pesquisador Permanente do Programa Stricto Sensu de Mestrado e Doutorado em Educação da Universidade Católica de Brasília. Pesquisador Associado - Cátedra UNESCO da UCB. Membro dos grupos de pesquisa Centro de Estudos em Epistemologia Pedagógica - CESPE BRASIL, Geografia, Literatura e Arte (USP) e Juventude, Educação e Sociedade (UCB/DF).
Rafael de Carvalho Pullen Parente, Universidade Católica de Brasília

PhD em Desenvolvimento Educacional Internacional - Universidade de Nova York (NYU). Mestre em Gestão da Educação - Universidade Pace, NY. Diretor do Instituto Salto, Comissão Técnica do PNLD, MEC, Pesquisador do NEES / UFAOL, UFAL.
Renato de Oliveira Brito, Universidade Católica de Brasília

Doutor e Mestre em Educação (Gestão e Políticas Públicas Educacionais). Coordenador do Programa Stricto Sensu de Mestrado e Doutorado em Educação da Universidade Católica de Brasília. Pesquisador Associado e Membro da Cátedra UNESCO de Juventude, Educação e Sociedade. Membro do Conselho Superior (CONSUN) da UCB (Mandato 2019-2027). Atualmente é Pesquisador Sênior do Centro de Internacionalização de Educação: Brasil-Austrália e coordenador Institucional do Programa Institucional de Bolsas de Iniciação à Docência (PIBID-CAPES).

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