A ocupação, ainda, é utilizada como eixo principal de atuação da Terapia Ocupacional. Nos últimos 10 anos, surge a cinesioatividade. Prática baseada em teorias cinesioterápicas, associadas a relação sujeito-objeto, traduzida em uma tarefa-exercício. O termo aglutina as palavras ?atividade? e...

A ocupação, ainda, é utilizada como eixo principal de atuação da Terapia Ocupacional. Nos últimos 10 anos, surge a cinesioatividade. Prática baseada em teorias cinesioterápicas, associadas a relação sujeito-objeto, traduzida em uma tarefa-exercício. O termo aglutina as palavras ?atividade? e ?cinesioterapia?. Para estudar sua relevância terapêutica, no resgate da capacidade relacional com o meio, foram isoladas e analisadas 3 atividades, prescritas para hemiplégicos. Posteriormente, foram comparados 2 sujeitos (A e B), com hemiplegia E, para verificar o nível funcional, dos quais apenas A vivenciou a cinesioatividade. Os sujeitos foram submetidos a uma bateria de atitudes cotidianas, tendo destaque o sujeito A. Finalmente, sob entrevista aberta, 15 sujeitos hemiplégicos usuários da cinesioatividade, relataram melhoria da atividade diária. O resultado levou a concluir a validade da abordagem, junto adultos com disfunções decorrentes da hemiplegia.

The current social, cultural, political and economic reality places new and increasing demands
on teachers to perform quality work. In this context, there are many feelings generated by
their experiences in teaching. Some of them may be considered positive for the profession,
others, however, impose...

The current social, cultural, political and economic reality places new and increasing demands
on teachers to perform quality work. In this context, there are many feelings generated by
their experiences in teaching. Some of them may be considered positive for the profession,
others, however, impose contradictions and barriers to their development. Considering this
problem, we carried out this research in order to observe the teachers' feelings which were
generated in their teaching practice, what factors contribute to the emergence of these feelings
and how they are experienced and represented by the teachers. A bibliographic research
foundation with the studies of Freire and Codo, with a qualitative nature, using the interview
method in a public school in the city of Água Branca, Piauí, with five teachers. The data were
analyzed using the collective subject discourse analysis method, enabling the examination of
the dynamics and nature of teaching practices and the knowledge of the feelings experienced
by teachers in their working quotidian in the school researched. Among the feelings, there
were clear signs of disappointment with the profession, lack of credibility towards the
teacher's work and dissatisfaction with their performance resulting from a variety of problems
faced by the teachers and present at school, such as professional devaluation, bad
remuneration, excessive working hours, besides other factors related to the students such as
indiscipline, disinterest, which may generate feelings of discomfort, stress, malaise,
insatisfaction and even psychic suffering, caused by tiredness due to their long work hours in
search of better economic conditions. All these feelings affect their performance in the
teaching practice, getting to compromise the quality of their teaching practice and, perhaps,
taking them to experience a crisis of professional identity.
Keywords: Teaching practice, Feelings, Teachers.

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