O mundo do trabalho docente e o esgotamento psíquico
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Data
2017-05-17
Autores
Costa, Rodney Querino Ferreira da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Organizações que estudam a situação profissional do docente têm apontado que, atualmente, o magistério é considerado um trabalho de risco e, consequentemente, com maior probabilidade de adoecimento mental. Diante desse quadro, esta pesquisa tem por objetivo analisar os níveis de ansiedade e de depressão dessa população e aferir a relação destes níveis com as características pessoais e trabalhistas. Para tanto, foram sujeitos da pesquisa 163 professores do Ensino Básico da rede pública estadual de São José dos Campos (SP). Para a obtenção das informações, utilizou-se as escalas Beck Anxiety Inventory (BAI) e Beck Depression Inventory (BDI) e questionários com o intuito de coletar dados sociodemográficos e relacionados ao grau de satisfação com o trabalho. Os resultados indicaram que 58,0% dos questionados estavam psiquicamente adoecidos, e 27,0% deles apresentaram sintomatologia condizente a um quadro de transtorno de ansiedade ou de depressão. Entre os grupos considerados mais vulneráveis, destacaram-se os que: a) declararam não ter religião; b) trabalhavam em apenas uma escola; possuíam um filho; d) tinham feito mais de uma graduação acadêmica; e) desaprovavam algum aspecto de seu trabalho; e f) estavam usando medicação com função psicotrópica. Acredita-se que o processo de subjetivação desencadeado pela efemeridade das relações contemporâneas, juntamente com a dinâmica trabalhista do curto prazo, da flexibilidade, da competitividade e da produtividade, tem se apropriado de todas as reservas psíquicas do professor, desestimulando-o a estabelecer vínculos profundos com a sua função e com os estudantes, além de contribuir para o seu adoecimento. Foi possível concluir, assim, que é urgente a criação de políticas educacionais que levem em consideração a saúde mental dos docentes, promovendo ações que possam prevenir seu adoecimento, bem como remediá-lo, tais como oferecer maior acesso a serviços médico e psicológico; implantar projetos que aproximem educadores, educandos e familiares; possibilitar a diminuição do conteúdo programático obrigatório, entre outros.
Organizations that study the professional situation of teachers have pointed out that the teaching profession is currently considered risky work, which, consequently, has a higher probability of mental illness. In view of this context, this research has aimed to analyze the levels of anxiety and depression of teachers and to assess the relationship of these levels with personal and labor characteristics. To this end, 163 early childhood, primary and secondary teachers of São Paulo state’s public education system in São José dos Campos city were subjects of the research. Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI) and questionnaires were used to collect sociodemographic data and information on the degree of satisfaction with work. Results indicated that 58.0% of respondents were psychologically ill, and 27.0% of them had symptomatology consistent with anxiety or depression disorders. Among the groups considered most vulnerable, the following stood out: (a) those who declared they had no religion; (b) worked in only one school; (c) had a child; (d) had more than one academic degree; (e) disapproved of some aspect of their work; and (f) were using medication with a psychotropic function. It is believed that the process of subjectivation triggered by the ephemerality of contemporary relationships, along with the dynamics of short-term labor, flexibility, competitiveness, and productivity, has appropriated all the psychological reserves of teachers, discouraging them to establish deep connections with their job or students, besides contributing to their illness. Therefore, it was concluded that there is an urgent need for educational policies that take into account the teachers’ mental health, promoting actions to prevent and remedy their illnesses, such as offering greater access to medical and psychological services; implementing projects that bring together educators, learners and their families; making it possible to reduce compulsory content, among others.
Organizations that study the professional situation of teachers have pointed out that the teaching profession is currently considered risky work, which, consequently, has a higher probability of mental illness. In view of this context, this research has aimed to analyze the levels of anxiety and depression of teachers and to assess the relationship of these levels with personal and labor characteristics. To this end, 163 early childhood, primary and secondary teachers of São Paulo state’s public education system in São José dos Campos city were subjects of the research. Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI) and questionnaires were used to collect sociodemographic data and information on the degree of satisfaction with work. Results indicated that 58.0% of respondents were psychologically ill, and 27.0% of them had symptomatology consistent with anxiety or depression disorders. Among the groups considered most vulnerable, the following stood out: (a) those who declared they had no religion; (b) worked in only one school; (c) had a child; (d) had more than one academic degree; (e) disapproved of some aspect of their work; and (f) were using medication with a psychotropic function. It is believed that the process of subjectivation triggered by the ephemerality of contemporary relationships, along with the dynamics of short-term labor, flexibility, competitiveness, and productivity, has appropriated all the psychological reserves of teachers, discouraging them to establish deep connections with their job or students, besides contributing to their illness. Therefore, it was concluded that there is an urgent need for educational policies that take into account the teachers’ mental health, promoting actions to prevent and remedy their illnesses, such as offering greater access to medical and psychological services; implementing projects that bring together educators, learners and their families; making it possible to reduce compulsory content, among others.
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Palavras-chave
Ansiedade, Depressão, Fadiga mental, Saúde mental, Professores, Anxiety, Depression, Mental fadigue, Mental health, Teachers