Ações em saúde vocal: proposta de melhoria do perfil vocal de professores

Abstract

Background: several authors have pointed to the urgent need of researches and actions involving teachers, in the school environment, that have a preventive and vocal health promotion character with the purpose of improving work conditions. Aim: to analyze the vocal complaints, laryngeal symptoms, vocal habits and vocal profile of teachers of a public school before and after their participation in voice workshops. Method: the study was divided in different steps: 1st step -closed interview, larynx and perceptive-auditory assessment in which 42 teachers were evaluated; 2nd step -voice workshops; 3rd step -perceptive-auditory reassessment in which 13 teachers were evaluated. Results: 73% of the subjects presented vocal complaints; 57.14% presented mild to moderate hoarseness, 78.57% presented breathiness and 52.38% vocal tension. Evaluation of the larynx indicated that 75.86% of the subjects presented glottal gaps and 34.48% mucous thickening. After the voice workshops a significant difference was observed in the level of vocal tension, both in the analysis of the /e/ vowel and in the analysis of Spontaneous Speech (p = 0.0277 for p > 0.05 for both). Improvement was observed in vocal care and in the understanding of intervening and determinant factors for vocal alterations, which are present in the teaching environment. Conclusion: health actions, such as voice workshops, are important to trigger changes in the work environment as well as in the health of teachers. Key Words: Voice; Teacher; Occupational Health; Health Promotion. ResumoTema: vários autores têm apontado a urgência de se intensificar pesquisas e ações voltadas ao professor, na escola, de caráter preventivo e de promoção de saúde vocal, que se volta para a melhoria das condições de trabalho e do ambiente no qual ocorre a docência. Assim sendo, o objetivo deste estudo foi: analisar as queixas, os sintomas laríngeos, hábitos relacionados ao desempenho vocal e o tipo de voz de professores de uma escola da rede pública de ensino antes e após a participação em grupos de vivência de voz. Método: o estudo foi dividido em etapas com professores de uma escola pública: 1ª Etapa: entrevista, avaliação laringológica e perceptivo-auditiva da qual participaram 42 professores; 2ª Etapa: grupos de vivência de voz e 3ª Etapa: reavaliação perceptivo-auditiva -das quais participaram 13 professores. Resultados: 73% dos sujeitos apresentaram queixas vocais; 57,14% apresentaram rouquidão de grau leve e moderado, 78,57% apresentaram soprosidade e 52,38% apresentaram tensão na voz. Ao exame laringológico, 75,86% apresentaram fendas glóticas e 34,48% espessamento mucoso. Após a vivência de voz houve diferença significativa no grau de tensão, tanto na análise da vogal /e/ como na análise da fala espontânea (p = 0,0277 para p > 0,05 para ambas). Houve melhora dos cuidados com a voz e a compreensão dos fatores intervenientes e determinantes das alterações vocais, presentes nas condições e organização do trabalho docente. Conclusão: ações educativas processuais, como os g...

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

“…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. 7 A recent literature review 24 about high prevalence of vocal alteration among teachers argues that the main risk factors are: more advanced age and more years working as teachers, female sex, psychoemotional alterations, stress, high number of students per classroom and excessive background noise.…”

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

“…The SpeechLanguage Pathology intervention may have contributed towards the development of attention and awareness of the relationships between voice and quality of life so that the subjects, during reassessment, proved more critical and sensitive regarding the impacts of voice in social life and in emotions, as was also observed in the study by Silvério et al 19 .…”

“…The Voice Complaint Protocol was completed by 41 teachers, and this instrument was used to select the subjects who would be submitted to a SpeechLanguage Pathology action of practical voice activities 16,19 . The participants of this stage were 16 teachers from school 1 (morning and afternoon); 13 teachers from school 2 (morning) and 12 from school 3 (afternoon).…”

“…In this perspective, the groups of Voice Practice have proved to be potential spaces for health promotion and should be conceived in such a way as to offer opportunities for the creation of awareness, reflection, dialogue and discussions regarding work and quality of life of teachers, in order to promote changes with implications in both general and vocal health [16][17][18][19] .…”

Estágio de prontidão de pacientes com disfonia comportamental pré e pós-terapia de voz de grupo

“…Several studies confirm the importance of group work and show studies in the Voice area with diverse types of groups, for example: teachers, elderly people, and children among others (4,20,21) . A recently published literature review examined group vocal therapy and its effects in patients with dysphonia (3) .…”