Condições de trabalho, qualidade de vida e disfonia entre docentes

Abstract

A disfonia limita o trabalho docente e compromete a qualidade de vida do professor. O presente trabalho investigou fatores associados à pior qualidade de vida relacionada à voz em 2.133 professoras da rede municipal de ensino fundamental de Belo Horizonte, Minas Gerais, Brasil. A qualidade de vida foi mensurada pelo Protocolo de Qualidade de Vida e Voz, um questionário internacional padronizado com dois domínios: sócio-emocional e físico. As professoras foram agrupadas segundo o escore final dos domínios, sendo o menor quartil definido como ponto de corte para uma pior qualidade de vida relacionada à voz. Menor criatividade no trabalho e relacionamento ruim com alunos estiveram associados com a pior qualidade de vida relacionada à voz em ambos os domínios. Transtorno mental (GHQ12 > 4) esteve associado somente ao domínio sócio-emocional, e ruído na sala de aula apenas ao componente físico. Os resultados indicam que a qualidade de vida é uma dimensão fundamental para analisar a disfonia no trabalho docente e que condições ruins de trabalho estão associadas a uma pior qualidade de vida relacionada à voz.

Qualidade de vida relacionada à voz: impacto de uma ação fonoaudiológica com professores

“…The questions where the subjects presented more difficulty were also observed in previous studies 4,12,13,29,30 . Teaching demands a good coordination between speech and breathing, breath support, vocal resistance and ability to use one's voice in high intensity in order to be heard in noisy environments and, when this does not occur in a satisfactory way, alongside difficulties with expressivity, there may be problems at work or to teach, because of the voice.…”

“…with the following answer possibilities: vocal fatigue tiredness, hoarseness, complete voice loss, changes in voice quality after speaking or singing, unpleasant sensation when using the voice, painful or stinging throat upon voice use, phlegm, cough, vocal strain when speaking, dry or irritated throat relationship of voice and quality of life; the instrument was translated and adapted by Behlau et al 8 and validated by Gasparini 9 . The V-RQOL was the most widely used instrument with teachers, in studies focusing on the relationships between voice and quality of life [4][5][6][10][11][12][13][14] .…”

Efeito do ruído na voz de educadoras de instituições de educação infantil

“…It is necessary to move from the preventive and individual focus towards health promotion targeted at the collective dimension. 10,16,23 Programs that only provide information have a limited effect, since it is not the mere prescription of guidelines that will lead the teacher to change his/her vocal behavior. 3,9,15,19,20 The union between informative or indirect approaches and more direct approaches seems to be the tendency of current studies in the area, as both complement one another.…”

“…14 A Brazilian study with approximately 2,000 teachers found that half of them had complaints about high or unbearable noise levels at school, inside or outside the classroom and associated with worse voice-related quality of life. 10 A literature review 13 analyzed studies in which the average noise level in educational institutions exceeded 70 dBA, which has also been observed in Brazilian day-care centers. 21 Averages between 70 dBA and 85 dBA have been found in primary school classrooms in which the teachers presented many symptoms that were possibly associated with noise exposure, among them, dysphonia.…”

“…3,a Due to these conditions, the educators would need to constantly use the voice in very high intensities to overcome in 15-20 dBA the signal-to-noise ratio and be understood. 10 Teachers complain about the diffi culty in speaking loudly and being heard/understood in noisy environments. 17 Speaking in the presence of high noise levels can lead to an increase in fundamental frequency and effort or vocal hyperfunction, mainly in non-trained speakers.…”