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Codo (1999CODO, W. (Org.). Educação: carinho e trabalho. Petrópolis: Vozes, 1999.) |
Book |
National study: 52,000 teachers and education professionals |
Among the health issues, it emphasizes mental and behavioral disorders (anxiety, stress, depression, emotional exhaustion, burnout), voice disorders and musculoskeletal and connective tissue diseases. According to the study, 48% of education professionals present a symptom of burnout, one out of four has emotional exhaustion, and the greatest dissatisfaction and lack of commitment is found in teachers within their first years of work. However, 90% of them are satisfied with their work. Aspects that deserve attention: (1) importance of social relations in the workplace, socialization, support network and social support in teaching for subjectivity and improvement in work relations and satisfaction, expansion of possibilities of adjustments and conditions to cope with conflicts and stressful situations, quality of work, and promotion of health and well-being at work; and (2) the teacher work, which is performed in environments of tension, pleasure and suffering. As a source of suffering in the teaching work, the study reports social relations and conflicts of affection/reason, between the freedom of environment control and the cruel imposition of such control (three axes producing burnout). The study also compares the teaching work and the factory work, highlighting the teacher’s non-alienation in relation to work, with relative autonomy and control over the activities. |
CNTE (2003)CNTE - CONFEDERAÇÃO NACIONAL DOS TRABALHADORES EM EDUCAÇÃO. Retrato da escola: relatório de pesquisa sobre a situação dos trabalhadores(as) da educação básica. Brasília, DF, 2003. v. 3. Disponível em: <Disponível em: https://bit.ly/2VsLVx9
>. Acesso em: 12 mar. 2017.
https://bit.ly/2VsLVx9...
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Study report |
Study with basic education teachers from several states |
The study reported health problems in 30.4% of the teachers, 43.7% of surgeries and medical licenses in 22.6% of them. It also reported 83% female teachers among them. |
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Lüdke; Boing (2007LÜDKE, M.; BOING, L. A. O trabalho docente nas páginas de Educação e Sociedade em seus (quase) 100 números. Educação e Sociedade, Campinas, v. 28, n. 100, p. 1179-1201, 2007.) |
Article from a journal |
Review: Educação & Sociedade journal (100 issues) |
The study analyzes the complexities, enigmas, ambivalences and contradictions of the teaching profession. The issue of teacher malaise is indirectly and quickly mentioned. The authors report the understanding of teacher malaise demands attention to keep the operation of organizations and the discourses and representations about the work that emerges from contemporary individualism. However, the specificity of the teaching profession is concealed or implied in almost all articles, not addressing the professional identity and tension between the individual and collective dimensions of the teaching profession. This review did not identify articles about the relation between the teacher work and body and teacher suffering and sickness processes. |
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| Education |
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Zambon; Behlau (2009ZAMBON, F.; BEHLAU, M. A voz do professor: aspectos do sofrimento vocal profissional. São Paulo: Sindicato dos Professores de São Paulo, 2009.) |
Book (e-book) |
Epidemiological study with basic education teachers (27 Brazilian states) |
The study found high presence of five or more symptoms of voice disorders in 35% of teachers, highlighting the severity of this condition, and identified symptoms of vocal problems related to work in 80% of them: vocal fatigue (92.8), discomfort while speaking (90.4%), difficulty speaking (89.2%), dry throat (83.4%), difficulty projecting the voice (82.8%), and hoarseness (82.2% ). The severity of the situation is distorted in teachers’ interpretations, since many of them perceive these signs and symptoms as part of their profession. Teachers reported the presence of voice problems (63%), of which 39.9% presented chronic situations; however, 34.5% of them searched specialized professional help. The study reported the need for actions to promote vocal health. |
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Pereira et al. (2009PEREIRA, E. F. et al. Qualidade de vida e saúde dos professores de educação básica: discussão do tema e revisão de investigações. Revista Brasileira de Ciência e Movimento, Taguatinga, v. 17, n. 2, p. 100-107, 2009.) |
Article from a journal |
Review: Databases: SciELO, PubMed, Medline and Lilacs
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The study associates teachers’ working conditions with high morbidity rates (involving nervousness, anxiety, burnout, voice disorders and musculoskeletal problems), reporting gaps, such as: studies are concentrated in some states (Bahia, Minas Gerais, São Paulo and Rio Grande do Sul), not covering many realities. Further studies, more public policies and interventions for work organization in schools are required. |
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| Physical education |
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Souza; Leite (2011SOUZA, A. M.; LEITE, M. P. Condições de trabalho e repercussões na saúde dos professores da educação básica no Brasil. Educação e Sociedade , Campinas, v. 32, n. 117, p. 1105-1121, 2011.) |
Article from a journal |
Review: Theses, dissertations, books and compilations based on studies on working conditions and health of basic education teachers in Brazil (1997-2006) |
This study identified that mental health was the most studied aspect in studies on psychology and medical and biological sciences. The analysis of teaching work organization appears as a central issue for the theme, as well as the relevance of analyses of new professional requirements with an impact on teachers, their new social challenges and defenses created by teachers, their limits and possibilities to protect them from the morbid situations that surround them, such as voice disorders, stress, depression, and others. This review also showed studies are based on important contributions of the theoretical methodological reference of work psychopathology (by Christophe Dejours) and studies on teacher malaise (by José Maria Esteve), except for studies on biological sciences, which are still based on epidemiology and occupational health in such way that is not related to the social environment. It also reports that studies on human fields (except for social psychology) show little ability to address health problems. On the other hand, studies on biological fields do not address this issue from its social characteristics. Then, research continues to understand problems related to teacher health as a biopsychic process more than as a social process. The problem is not addressed from an interdisciplinary perspective. This review presents several studies that are focused on the issues of stress and burnout. It identifies that the discussion about work and health of teachers had a significant progress during the study period, with studies contributing to several aspects of the theme. |
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| Education |
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Bezerra; Moreira (2013BEZERRA, F. L.; MOREIRA, W. W. Corpo e educação: o estado da arte sobre o corpo no processo de ensino aprendizagem. Revista Encontro de Pesquisa em Educação, Uberaba, v. 1, n. 1, p. 61-75, 2013.) |
Article from a journal |
Review: Database: SciELO Studies on body and education (2008-2012) |
This review showed studies addressing the relationship between body and education did not refer to teachers: they are focused on the teaching and learning process of students in physical education, psychology, Portuguese language and arts. Teachers are not addressed by studies on body and health. The publications refer to the body as language and the concern about fragmented, reductionist and dichotomized view of the theme. Teachers need training that enables them to understand the body in its entirety. |
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| Education |
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Silveira et al. (2014SILVEIRA, K. A. et al. Estresse e enfrentamento em professores: uma análise da literatura. Educação em Revista, Belo Horizonte, v. 30, n. 4, p. 15-36, 2014.) |
Article from a journal |
Review: publication on Capes (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) portal (Capes, 2006-2011) |
It reports that teachers constitute a professional class that is highly exposed to stress and highlights the need for evaluative and interventional practices that help understand the processes that favor teacher well-being, using techniques that promote workplace changes, institutional reorganization, development of individual skills and coping resources adapted to the different demands and realities of work. |
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| Education |
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Pioli; Silva; Heloani (2015PIOLI, E.; SILVA, E. P.; HELOANI, J. R. M. Plano Nacional deEducação, autonomia controlada e adoecimento do professor. Cadernos Cedes, Campinas, v. 35, n. 97, p. 589-607, 2015.) |
Article from a journal |
Review: studies on effects on teacher work and health from education reforms and managerial policies focused on goals and indicators |
The study identified contextual and ideological aspects that involve the expansion of concepts from the private-business sector to educational institutions (autonomy, quality, goals and productivity), and some goals of the National Education Plan (PNE, 2014-2024), explaining alignments to management measures and heteronomous evaluation models, with an institutional logic based on productive sociability. According to the authors, the quality and efficiency discourse conceals processes of control and manipulation of teacher subjectivity. In addition, heteronomous and quantophrenic management produces political fragilization and generates stress and sickness. Punitive evaluative regulation incites individualism and establishes morbid competitiveness. Labor relations tend to be linked with heteronomous rationality, whereas idealized and abstract goals move away from everyday life and are seen as unattainable, except for the generation of fatigue, suffering, stress, and conflicts in work relations. The authors believe the connection of educational institutions with instrumental rationality generates conflicts, frustrations, suffering, stress and/or malaise for teachers and conclude that it is necessary to analyze the current political context of education reforms, which does not favor the required advances and affects the health and well-being of teachers. |
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| Education |
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Sanches; Gama (2016SANCHES, A. P. R.; GAMA, R. P. O mal-estar docente no contexto escolar: um olhar para as produções acadêmicas brasileiras. Laplage em Revista, Sorocaba, v. 2, n. 3, p. 149-162, 2016.) |
Article from a journal |
Review: publication on the portal of Capes and Amped (Associação Nacional de Pós-Graduação e Pesquisa em Educação) Theses, dissertations and articles |
This study presents a portrait of teacher malaise, showing the problem as a trait of the profession, joining several factors that generate frustration, disappointment, discouragement, dissatisfaction and malaise, triggering processes of professional disinvestment, desire and abandonment of teaching, sickness and coping strategies, such as physical or psychological distance from work, which are: relations with students, work intensification (expansion of the professional role to include new tasks and challenges), poor conditions, lack of support and sharing with colleagues, pressure from school surroundings, school and work organization that hinders the necessary bonding, insufficient participation in teaching decisions, excessive bureaucracy, external control of work, lack of pedagogical support and recognition of work by higher authorities, lack of material resources, lack of incentive to improvements, and problems to admit profession-related issues to colleagues. Other aspects are also mentioned as generators of teacher malaise: demands of schooling and professional insertion in a competitive and fast-moving society affect the school with an increasingly larger range of functions, which force the teacher to respond to educational aspirations and pressure for indicators and rates measured by a business model based on the search for effectiveness and efficiency. These and other factors require a reformulation of teacher training in the interaction with social, cultural and political aspects. |
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| Education |
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Cortez et al. (2017CORTEZ, P. A. et al. A saúde docente no trabalho: apontamentos a partir da literatura recente. Cadernos de Saúde Coletiva, Rio de Janeiro, v. 25, n. 1, p. 113-22, 2017.) |
Article from a journal |
Review: Database: Virtual Health Library (VHL, Psychology) - publications on health in teaching work (2003-2016) |
The study shows a cycle of suffering, psychic confusion, voice disorders and other forms of physical and mental sickness that affects teachers in their profession, and shows the predominance of publications in the areas of speech therapy and psychology. Qualitative studies show a more social interactionist perspective, considering the teacher health as a biopsychosocial process. The presence of work psychodynamics indicates a concern about the implication of subjectivity in the constitution of the health-disease process of teachers. Other articulations indicate work as one of the social determinants of the health-disease process. In general, the studies report teacher sickness currently and show the need to develop actions for reorganization of the teaching work and promote the health of teachers. In this sense, the study reports the importance of favoring the multi-determination of the health-disease process in the teaching work, the interdisciplinary understandings about the subject, and the articulation between research and the reality of the teacher work for the development of methodologies and public policies aiming to improve the teacher health. Studies that have analyzed labor legislation showed that few documents explain factors related to the conditions and organization of the teacher work, addressing only environmental agents such as noise, dust, temperature and lighting. Finally, it reports a gap in studies that present strategies to promote the collective health of teachers, and studies are required that address health of teachers from early childhood education, private education, in non-formal education areas and in distance education and consider the impact of contextual political and economic elements on actions, policies and legislation that promote teacher health. |
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| Collective health |
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Santana; Neves (2017SANTANA, F. A.; NEVES, I. L. Saúde do trabalhador em educação: gestão da saúde de professores de escolas públicas. Saúde e Sociedade , São Paulo, v. 26, n. 3, p. 786-797, 2017.) |
Article from a journal |
Review: VHL - publications on collective health management (1990-2014) |
This review identified only four studies that address collective health management, showing a discourse and a reality that are silenced in almost all studies. Such silence, although paradoxical, can bring ideas and reflections, showing the importance of discussing the interests involved in speaking out or being silent. Then, the following hypotheses are formulated: (1) teacher-directed programs are conducted, but not advertised; (2) they have not attracted interest from research institutions; and (3) there are no programs addressing teacher suffering and sickness in the scope of public policies. Then, they indicate the need for actions and policies that do not hide the reality and investigations about the poor management of public health and education in relation to the problems of teacher suffering and sickness at work. The health management of teachers, from the perspective of integrality, demands joint actions of educational restructuring. Public policies are required that address the issue of teacher health. |
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| Collective health |
