Qualidade de vida e saúde vocal de professores

Abstract

RESULTADOS:A maioria avaliou a voz como boa (42,2%) e o escore médio do questionário de avaliação de qualidade de vida foi 66, com maiores valores do domínio relações sociais e menores do meio ambiente. Os aspectos associados foram oportunidades de lazer, condições fi nanceiras, ambiente de trabalho e acesso à informação. O número de períodos lecionados apresentou correlação positiva e signifi cativa com a auto-avaliação vocal. Não houve diferença signifi cativa entre os gêneros. Houve diferenças signifi cativas no domínio físico, quando comparados os resultados das diferentes escolas. CONCLUSÕES:Apesar de razoavelmente satisfeitos com a voz e a qualidade de vida, os professores mostraram difi culdades na percepção do processo saúde-doença. Evidenciaram-se aspectos desfavorecidos da qualidade de vida e necessidades de saúde que podem ter implicações na voz e saúde vocal docente. DESCRITORES ABSTRACT OBJECTIVE:To evaluate aspects of teachers' quality of life and describe associated factors to their vocal health. METHODS:A sample comprising 128 high school teachers from four state schools in the city of Rio Claro, Southeastern Brazil, was studied in 2002.

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

“…10,16 Rough-breathy voice was found in half of the educators, which may indicate presence of vocal fold nodules. 1,19 Laryngeal assessment was not performed due to the professionals' diffi culty in leaving the classroom.…”

“…2,6,24 It is necessary to implement actions that lead to the effective reduction in dysphonia within the teaching category, preferably during professional education. 2,4,16,24 These actions should consider behavioral and health aspects, work environment and organization, in addition to questions of relationship with students, families and the institutions' management. It is necessary to move from the preventive and individual focus towards health promotion targeted at the collective dimension.…”

“…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.…”