Teacher identity in times of exhaustion: between pedagogical practice and the burnout society

Abstract

The present study investigated the impacts of the demands of a society oriented toward overproduction on teaching practice, with emphasis on workload overload and its effects on teachers’ professional identity. A qualitative approach is adopted, grounded in an integrative literature review and in the articulation of Byung-Chul Han’s writings on contemporary society with the normative guidelines for teacher education established in Resolutions CNE/CP No. 02/2015, No. 02/2019, and No. 04/2024. The objective was to understand how pressure for high performance and the logic of self-exploitation influence teachers in their emotional, physical, and pedagogical dimensions. The results show that the intensification of tasks and the demands for continuous professional development contribute to teacher burnout, culminating in the loss of satisfaction with teaching, the weakening of pedagogical relationships, and the erosion of professional identity. Teaching has therefore been impacted by a performance-driven culture that encourages incessant productivity, making it difficult to achieve a balance between work and well-being. It is concluded that there is an urgent need to reform institutional practices and to implement teacher support policies.