Intervenção grupal como estratégia de promoção da saúde no enfrentamento da Síndrome de Burnout em docentes de educação básica

• Ano de defesa: 2017
• Autor(a) principal: Silva, Luciana de Araújo Mendes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Franca; Brasil; Pós-Graduação; Programa de Doutorado em Promoção de Saúde; UNIFRAN
• Palavras-chave em Português: Promoção de saúde - Docente; Burnout - Síndrome; Saúde do trabalhador; Promoção da saúde; Grupo focal; CNPQ::CIENCIAS DA SAUDE
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/384

Burnout Syndrome is recognized as a social health problem directly related to work. Its manifestations are evidenced in three dimensions, which are emotional exhaustion, depersonalization and low professional achievement, and can cause physical and mental illness, temporary leave and even the professional's permanent removal from his work. Its causes and consequences have been increasingly researched, although the results of studies referring to ways of coping and fighting its occurrence, which used qualitative techniques or procedures, are still scarce in the literature. The objectives are to analyze the work routine of a group of teachers of Early Childhood Education and Elementary Education, as well as investigate the signs of Burnout Syndrome and identify the strategies used by them to minimize the negative health consequences arising from work. The study was carried out in two stages. In the first there was the participation of 49 teachers of Early Childhood Education and Elementary Education from municipal schools in a municipality in the interior of Minas Gerais who answered a sociodemographic and occupational questionnaire and the Maslach Burnout Inventory (MBI), which identifies the occurrence of the dimensions of the syndrome. Most of the participants were female, aged 21 to 63 years, the majority being married (51.0%) and with children (79.6%). The participants' monthly income ranged from up to R $ 1,760.00 (42.9%) and from R $ 1,761.00 to R $ 3,520.00 (57.1%). The workload of 32.6% is 41 hours or more and 69.4% have worked in teaching for more than ten years. Analysis of MBI data showed that of the 49 participants, 18 (36.7%) showed signs of at least one of the dimensions of the syndrome. In the second stage of the research, the focus group technique was used with eight teachers who showed signs of the dimensions of the Burnout Syndrome who were willing to participate in this phase, and themes related to the context of the teaching profession, the syndrome and its coping. The speeches of the focus group participants were recorded, transcribed and discussed in the light of the thematic content analysis method. The participants mentioned that the teaching professional choice may occur due to vocation or lack of option. They mentioned that teaching is undervalued and this causes them a certain level of dissatisfaction. They argued that interpersonal relationships at work are not always adequate and that didactic-pedagogical resources and the physical structure of schools are not always satisfactory. Student behavior, number of students per class, weekly working hours, bureaucracy, the amount of activities to be carried out inside and outside the school, including those that do not characterize teaching tasks, the lack of partnership between colleagues , poor recognition and inadequate wages are some problems that reflect in their lives. To cope with these situations they said they resort to silence, movies, reading, attending church, going out with friends. The use of medications is constant and common. They claimed to receive few incentives in actions that help them in promoting health and improving quality of life. At the end of the meetings, they suggested actions to improve their health and work conditions, the most relevant being the reduction in the number of students per class, the number of hours and tasks; increase the involvement of parents with the school, improve public policies regarding teacher valorization and salary; and expand the group moments for reflection on work, life and exchange of information that impact on health. The group showed that, at the collective level, through the strengthening of bonds, exchanges and experiences, it is possible to build something that cannot be seen in the individual. The aim is the empowerment of people, who, experiencing the problem, also have the resources to solve it, as far as they can. In addition to initiating a reconfiguration in the group, it is believed that from it, the suggestions obtained can be reversed in actions to be taken by managers in favor of improvements in the work and health conditions of the investigated professional category.