Programa de saúde vocal para educadores: ações e resultados
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Data
2011-12-01
Autores
Dragone, Maria Lúcia Oliveira Suzigan [UNESP]
Título da Revista
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Editor
CEFAC Saúde e Educação
Resumo
TEMA: a voz do professor tem sido foco de estudos nas últimas duas décadas devido à alta ocorrência de alterações vocais nesta classe profissional, assim, reforçou-se a necessidade dos professores participarem de ações para garantir saúde vocal. Poucos são os estudos na literatura que descrevem programas e seus resultados. PROCEDIMENTOS: Descrever um Programa de Saúde Vocal desenvolvido no período 2002 a 2005, para educadores de ensino público (infantil e fundamental) do interior do Estado de São Paulo, composto por grupos básicos de voz oferecendo conhecimento teórico prático de cuidados vocais, com triagem da qualidade da voz dos participantes; grupos avançados buscando reorganização dos processos de fonação e do uso vocal em sala de aula. RESULTADOS: em média 56% dos educadores inscritos frequentaram as ações; 62,9% das vozes apresentavam distúrbios na triagem vocal com maioria em grau discreto; no início dos grupos avançados 100% dos educadores participantes referiram mais de 3 sintomas associados ao uso vocal, e após, somente 45% deles ainda de 4 a 13 sintomas; os dados de autopercepção vocal revelaram baixos escores de impacto da voz nas atividades profissionais. CONCLUSÃO: a descrição revelou a necessidade de ajustes constantes do programa para alcançar seus objetivos. A baixa participação às ações pode estar relacionada à presença de impacto discreto da voz nas atividades profissionais, fato a ser mais bem investigado no futuro, e o benefício constatado objetivamente da participação dos educadores nos grupos avançados de voz foi a diminuição na quantidade de sintomas vocais.
BACKGROUND: in the last two decades teacher's voice has been the target of many researches due to the high incidence of voice disturbances in this professional class; therefore, the need for these professionals to take part in actions that ensure the vocal health has been reinforced. Few papers in the literature describe vocal health programs and their results. PROCEDURES: describe a Vocal Health Program of Educators from public schools (kinder garden and elementary schools) from the countryside of São Paulo inland, developed from 2002 to 2005, that was made up by basic voice group to offer essential theoretical and practical knowledge about vocal care, including the participants' vocal screening; advanced voice group to reorganize the phonation process and the voice use in classroom. RESULTS: the average of 56% of total enrolment participated in the actions; 62.9% of voice disturbance is the result of vocal screening, most of it with discreet vocal deviation; 100% of participants referred 3 or more voice symptoms at the beginning of advanced voice group, and after the group had finished, 45% still had 4 to 13 symptoms; data about vocal self-perception show low scores in vocal impact in professional activities. CONCLUSION: the description showed the need for constant regulation of the program in order to reach its goals. The low participation in actions might be related to the discreet impact of voice in professional activities, although this fact requires further investigation. The highest measured benefit of the participation in the advanced vocal groups was the reduction in the volume e of vocal symptoms.
BACKGROUND: in the last two decades teacher's voice has been the target of many researches due to the high incidence of voice disturbances in this professional class; therefore, the need for these professionals to take part in actions that ensure the vocal health has been reinforced. Few papers in the literature describe vocal health programs and their results. PROCEDURES: describe a Vocal Health Program of Educators from public schools (kinder garden and elementary schools) from the countryside of São Paulo inland, developed from 2002 to 2005, that was made up by basic voice group to offer essential theoretical and practical knowledge about vocal care, including the participants' vocal screening; advanced voice group to reorganize the phonation process and the voice use in classroom. RESULTS: the average of 56% of total enrolment participated in the actions; 62.9% of voice disturbance is the result of vocal screening, most of it with discreet vocal deviation; 100% of participants referred 3 or more voice symptoms at the beginning of advanced voice group, and after the group had finished, 45% still had 4 to 13 symptoms; data about vocal self-perception show low scores in vocal impact in professional activities. CONCLUSION: the description showed the need for constant regulation of the program in order to reach its goals. The low participation in actions might be related to the discreet impact of voice in professional activities, although this fact requires further investigation. The highest measured benefit of the participation in the advanced vocal groups was the reduction in the volume e of vocal symptoms.
Descrição
Palavras-chave
Saúde do Trabalhador, Voz, Educação, Occupational Health, Voice, Education
Como citar
Revista CEFAC. CEFAC Saúde e Educação, v. 13, n. 6, p. 1133-1143, 2011.