Psicomotricidade relacional e saúde emocional docente: avaliação da política pública de formação continuada na rede municipal de Fortaleza

Abstract

This dissertation evaluates continuing teacher education programs promoted by the Municipal Department of Education of Fortaleza (SME), focusing on the promotion of educators’ emotional health within the framework of the Municipal Education Plan of Fortaleza (2015–2025). The study analyzes three initiatives: the Training Course in Relational Psychomotricity and School Mediation (2019), the Socioemotional Development Training Program: Teacher Care and Child Development (2022), and the Inclusion and Diversity Training Program (2023–2024), examining their coherence, relevance, and impacts on teachers’ emotional health and pedagogical practice, in light of Strategy 3.10.4 of the Municipal Education Plan. A qualitative, analytical, and evaluative approach was adopted, grounded in in-depth public policy evaluation. Methodological procedures included document analysis and semi-structured interviews with municipal education administrators, relational psychomotricity trainers, and teachers who participated in the programs. Data were analyzed through content analysis, enabling the identification of analytical categories related to professional recognition, emotional health, pedagogical practice, and the institutionalization of teacher education policies. The findings demonstrate that the programs incorporate a comprehensive perspective on teacher care, recognizing the inseparability of body, emotion, and cognition, and reaffirming that teaching quality is directly linked to educators’ emotional well-being. In the pandemic and post-pandemic context—marked by work intensification, emotional overload, and weakened institutional support—the initiatives addressed concrete demands for the prevention of work-related disorders, emotional regulation, and the strengthening of interpersonal relationships within schools. Relational Psychomotricity emerged as a central methodological axis, promoting self-awareness, stress reduction, improved emotional regulation, and enhanced teacher–student relationships, as well as a more collaborative and humanized school climate. The analysis confirms that the programs effectively meet Strategy 3.10.4 of the Municipal Education Plan by introducing actions aimed at emotional health promotion, prevention of labor-related disorders, and the qualification of human relations in the educational context. However, the study also identifies significant challenges related to sustainability, including the risk of program discontinuity, limited coverage, and structural constraints involving time, infrastructure, and working conditions. These limitations highlight the need to institutionalize such initiatives as a permanent public policy, with defined funding, regular frequency, integration into teachers’ working hours, and systematic evaluation mechanisms. The dissertation concludes that investing in teachers’ emotional health is not an auxiliary action but a structural requirement for educational quality and professional recognition. By articulating continuing education, care, and public policy, the Fortaleza experience offers a relevant reference for the development of integrated strategies aimed at promoting teacher well-being and strengthening public education systems.