BASIC PSYCHOLOGICAL NEEDS AND WELL-BEING IN TEACHING IN BASIC EDUCATION

The objective is to analyze the positions of teachers who work in basic education regarding basic psychological needs and, with this, understand which definitions they attribute to the senses of autonomy, competence and belonging and their relationship with the well-being in teaching. The methodology used comprised a qualiquantitative research, through the application of a questionnaire, sent by e-mail, via Google Forms. The original questionnaire was subdivided into three axes, the first and part of the third being adopted here for discussion and analysis. The first axis comprises issues relevant to the sociodemographic and labor context. The third axis, composed of five discursive questions, three of which are related to basic psychological needs and, therefore, used in this discussion. The collected data were analyzed using the content analysis bias. Eighty-three teachers from the municipal public network of a city located in the northwest of the state of Rio Grande do Sul participated in the study, which is equivalent to 44.6% of the total number of municipal teachers who work in the classroom in that city. The results indicate satisfactory levels of well-being, especially with regard to basic psychological needs (belonging, competence and autonomy). It is concluded that the emphasis on basic psychological needs allowed us to understand that teacher well-being needs to be a purpose of the entire school community, articulating the different segments in the organization of institutions and educational systems, in order to provide the experience of a sense of autonomy, competence and belonging in the context of teaching.