Frequência de problemas vocais autorreferidos e fatores ocupacionais associados em professores da educação básica de Londrina, Paraná, Brasil

Fillis, Michelle Moreira Abujamra; Andrade, Selma Maffei de; González, Alberto Durán; Melanda, Francine Nesello; Mesas, Arthur Eumann

doi:10.1590/0102-311x00026015

Cited by 26 publications

(32 citation statements)

References 25 publications

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“…The coordinated work of the larynx and vocal tract and the combination of these with inadequate adjustments are present in individuals with voice complaints and at risk of developing voice changes 17 . The high percentage of professors with voice complaints in this study (Table 2) corroborates the result of other studies 1,17,18 .…”

Section: Discussionsupporting

confidence: 92%

“…In this study, the professors who most reported voice problems were those with the heaviest workloads. Hence, it confirms what is said in the literature and shows that indeed it is an issue that needs to be addressed in health promotion public policies for the professors 1,17,19,20 .…”

Section: Discussionsupporting

confidence: 88%

“…Occupational voice users are those who depend on their voice to work and are negatively impacted if their voice is changed. In present-day society, approximately one third of the professionals rely on their voice to work 1 ,including teachers, professors, singers, actors and actresses, clergies, politicians, secretaries, lawyers, health professionals, salespeople, street vendors, and community health agents, just to name a few. However, the professionals who most use their voice to work are teachers and professors [1][2][3] .…”

Section: Introductionmentioning

confidence: 99%

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The use of voice in higher education: What the professors have to say?

et al. 2020

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Purpose: to describe the perception of university professors regarding their use of voice at work. Methods: a total of 247 higher education professors participated in this study. They answered a questionnaire on voice complaints, in which three complaints or more were considered indicative of a voice disorder. After the professors with a potential voice disorder were identified, a conversational interview was conducted with five professors to learn more on their perceptions on the use of voice at work. The study was approved by the research ethics committee of the institution of origin. The data were quantitatively and qualitatively analyzed. Results: the age group 20 to 30 years old was the one that most presented voice problems. The most recently hired professors (up to five years of work), with a 40-hour weekly workload, were those who most reported voice complaints. The professors had a good perception of their voice and demonstrated good knowledge about it. Conclusion: although voice complaints were prevalent, the professors proved to be aware of how to take care of their voices.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

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The use of voice in higher education: What the professors have to say?

et al. 2020

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“…This study comprises longitudinal analyses performed with elementary and secondary schoolteachers as a part of the Pro-Mestre study conducted between 2012 and 2014 with the objective of analyzing health, lifestyle and working aspects in this population [18]. In brief, the study included a census of teachers from the 20 largest elementary and secondary public schools (i.e., those with more than 70 teachers) in Londrina, a large city in southern Brazil.…”

Section: Study Design Population and Locationmentioning

confidence: 99%

Longitudinal associations of changes in physical activity and TV viewing with chronic musculoskeletal pain in Brazilian schoolteachers

et al. 2020

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This study analyzed the longitudinal association of changes in leisure-time physical activity (LTPA) practice and television viewing (TV viewing) with chronic musculoskeletal pain (CMP). The data about LTPA, TV viewing, and CMP were obtained in 2012 and after 24 months through individual interviews with schoolteachers from elementary and secondary education public schools in a large city in the southern region of Brazil. The statistical analysis was performed using generalized estimating equation regression models adjusted for sex, age, body mass index and depression. A total of 527 schoolteachers were studied, among which 66.6% were women, and the median age was 42 years (interquartile range: 34 to 49). A total of 170 (32.3%) participants reported CMP at baseline and 130 (24.7%) at follow-up. Both LTPA and TV viewing were independently and significantly associated with CMP regardless of all adjustment variables. Concretely, increasing LTPA by 60 minutes/ week was associated with a 6.2% lower likelihood of CMP, and increasing TV viewing by 30 minutes/day was associated with a 5.1% higher likelihood of having CMP among the participants. In summary, this study showed that LTPA and TV viewing have independent and opposite relationships with the longitudinal risk of CMP, which suggests that the potential benefits obtained from practicing more LTPA are insufficient to compensate for the potential detrimental effect of viewing TV for longer with respect to the CMP.

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“…A violência que ocorre no âmbito escolar tem como protagonistas estudantes e professores, e traz consequências para a saúde dos envolvidos. Os professores enfrentam diferentes problemas de saúde, como dores nas costas, problemas na voz e altas taxas de prevalência de transtornos mentais comuns (TCM) associados à violência escolar, sendo a categoria profissional que mais se afasta do trabalho por problemas de saúde (MACAIA;FISCHER, 2015;FILLIS et al, 2016;COÊLHO;CEBALLOS, 2017). A violência escolar afeta a saúde de estudantes, sendo que na infância e adolescência exerce impactos sobre as habilidades socioemocionais, sobre o desempenho escolar e o engajamento em comportamentos de risco na vida adulta (TAVARES; PIETROBOM, 2016).…”

Section: Introductionunclassified

Pesquisa-ação e práticas restaurativas para a prevenção da violência escolar: percepções dos professores

Stefanini¹

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A Deus, pela oportunidade de viver e aprender diariamente com a simplicidade da vida. Por ter me concedido inteligência e condições para a realização deste trabalho. À Profa. Dra. Zeyne o meu sincero agradecimento! Por toda aprendizagem desde o mestrado. Pelo trabalho em parceria, ensinamentos e correções. À Profa. Dra. Ana Sani, por toda aprendizagem. Pelos ensinamentos, atenção e respeito que sempre teve comigo. Muito obrigada. Aos meus pais, Ana Maria e Nivaldo, por terem me aceitado, apoiado em todas as decisões e zelado por mim. Agradeço profundamente minha família, minha irmã Janaina e meu cunhado Francisco, por tudo: o incentivo aos estudos, os ensinamentos na vida, o colo e o amor. Ao Fábio, meu companheiro, pela paciência, tolerância, resistência e apoio em todos os momentos da vida. À sua família pelo carinho e atenção. Aos parceiros de trabalho durante a pesquisa: Luciana, Nathalia e Edson. Contribuíram muito com o desenvolvimento desse trabalho. Em especial à Débora e à Marciana, pelas horas trabalhadas juntas e, que além de serem parceiras no trabalho são também amigas especiais! Aos parceiros do Grupo de Estudos Interdisciplinar sobre Violência (GREIVI) e do Observatório de Violência e Crime (OPVC), agradeço as oportunidades e todo aprendizado.

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Frequência de problemas vocais autorreferidos e fatores ocupacionais associados em professores da educação básica de Londrina, Paraná, Brasil

Cited by 26 publications

References 25 publications

The use of voice in higher education: What the professors have to say?

The use of voice in higher education: What the professors have to say?

Longitudinal associations of changes in physical activity and TV viewing with chronic musculoskeletal pain in Brazilian schoolteachers

Pesquisa-ação e práticas restaurativas para a prevenção da violência escolar: percepções dos professores

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