As principais doenças e transtornos que acometem a saúde dos professores

Adilson de Souza Borges; Adriana Richit

doi:10.17765/2176-9206.2026v19e13484

Authors

Adilson de Souza Borges University of Contestado https://orcid.org/0000-0002-5649-9248
Adriana Richit Federal University of the Southern Frontier https://orcid.org/0000-0003-0778-8198

DOI:

https://doi.org/10.17765/2176-9206.2026v19e13484

Keywords:

Teacher health, Teaching work, Teacher diseases, Health

Abstract

The objective of this study was to investigate the main diseases and disorders affecting the health of teachers in the municipality of Concórdia, Santa Catarina, Brazil, who work in two public elementary schools. This was a study with a mixed quantitative–qualitative approach, in which data were collected through an online questionnaire administered to teachers. The results indicated that the main health conditions affecting teachers included stress, insomnia, anxiety, nervousness, difficulty thinking clearly, hair loss, depression, chronic pain (headache, spinal, limb, and joint pain), gastrointestinal problems (poor digestion, gastritis, and reflux), vocal disorders (hoarseness and loss of voice), diabetes, hypertension, allergies, hypercholesterolemia, respiratory infections, epicondylitis, osteoporosis, hyperthyroidism and hypothyroidism, cervical cancer, tingling in the hands, joint injuries, repetitive strain injury (RSI), tremors, nutritional disorders (hypocalcemia and iron deficiency), and diseases of the circulatory system. It is concluded that these health conditions lead to reduced work attendance among teachers due to medical certificates and health-related leave, although some choose to continue working even while ill.

Downloads

Download data is not yet available.

Author Biographies

Adilson de Souza Borges, University of Contestado

PhD in Education from the University of the West of Santa Catarina (UNOESC - Joaçaba/SC), Postdoctoral Research in Interdisciplinary Human Sciences at the Federal University of the Southern Border (UFFS - Erechim/RS), and Master’s Degree in Education from the Federal University of the Southern Border (UFFS - Chapecó/SC). Holds a Bachelor’s Degree in Music Education from the Faculty of Applied Sciences of Cascavel (2012) and a Bachelor’s Degree in Pedagogy (2021). Also holds Specializations in Art and Education from Uniasselvi, in Education in the Digital Culture from the Federal University of Santa Catarina (UFSC - Florianópolis/SC), and in Specialized Educational Assistance. Currently a Medical Student at the University of Contestado (UNC - Concórdia/SC).

Adriana Richit, Federal University of the Southern Frontier

Postdoctoral research in Mathematics Education – Didactics of Mathematics at the University of Barcelona, Spain (2022–2023). Postdoctoral research in Mathematics Education – Didactics of Mathematics at the University of Lisbon, Portugal (2016–2017). PhD in Mathematics Education from São Paulo State University (UNESP) – Rio Claro campus, São Paulo. Master’s degree in Mathematics Education, also from UNESP, Rio Claro campus. Leader of the Research and Study Group in Mathematics Education and Technologies (GEPEM@T). Associate Professor (Level IV) at the Federal University of the Southern Frontier (UFFS) – Erechim campus, RS. Faculty member of the Graduate Program in Education (PPGE) at UFFS and the Interdisciplinary Graduate Program in Human Sciences (PPGICH). Supervises research in the field of Mathematics Education, with a focus on the following areas: Lesson Study and teacher professional development; Teacher Knowledge and Professional Development; Teaching and Learning; Digital Technologies in the Teaching and Learning of Mathematics; Educational Public Policies for Teacher Education; Initial and Continuing Teacher Education; and Teaching Practice in Basic and Higher Education.

References

1. Richit A. Desenvolvimento profissional de professores: um quadro teórico. RSD [Internet]. 2021;10(14):e342101422247. https://rsdjournal.org/index.php/rsd/article/view/22247

2. Reis EJFB, Araújo TM, Carvalho FM, Barbalho L, Silva MO. Docência e exaustão emocional. Educ. Soc. (Campinas). 2006;27(94):229-253. https://doi.org/10.1590/S0101-73302006000100011

3. Cortez PA, Souza MVR, Amaral LO, Silva LCA. A saúde docente no trabalho: apontamentos a partir da literatura recente. Cad. Saúde Colet. 2017;25(1):113-122. DOI: 10.1590/1414-462X201700010001

4. Sampaio AA, Stobaus CD, Lima DF, Mazzardo O, Piovani1 VGS, Both J. Validação do questionário saúde docente para o contexto brasileiro. J. Phys. Educ. 2021;32:1-13. DOI: 10.4025/jphyseduc.v32i1.3228

5. Cálido CM, Lemos MLPP, Rebolo F. A saúde dos professores da Educação Básica no Brasil: uma revisão de literatura. Revista Acadêmica Magistro. 2021;1(23):1-21.

6. BRASIL. Ministério da Educação. Secretaria de Educação Básica. Livro: Educação Infantil: Currículo, Formação e Práticas Pedagógicas. Disponível em: http://portal.mec.gov.br/seb/arquivos/pdf/livro092.pdf. Acesso em: 12 dez. 2024.

7. Flick U. Introdução à metodologia da pesquisa: um guia para iniciantes. Porto Alegre: Penso, 2013.

8. Reis EJFB, Carvalho FM, Araújo TM, Porto LA, Neto AMS. Trabalho e distúrbios psíquicos em professores da rede municipal de Vitória da Conquista, Bahia, Brasil. Cad. Saúde Pública (Rio de Janeiro). 2005;21(5):1480-1490.

9. Porto CC. Semiologia médica. 8. ed. Rio de Janeiro: Guanabara Koogan, 2019.

10. Siqueira BC, Boarini ML. A saúde do professor no cotidiano escolar: uma pesquisa histórica. Psic. da Ed. (São Paulo). 2018;47:39-46.

11. Porto CC, Porto AL. Exame clínico. 8. ed. Rio de Janeiro: Guanabara Koogan, 2017.

12. Lima MFEM, Lima-Filho DOL. Condições de trabalho e saúde do/a professor/a universitário/a. Ciência e Cognição. 2009;14(3):62-82.

13. Rang HP, Ritter JM, Flower RJ, Henderson G. Rang & Dale Farmacologia. Rio de Janeiro: Elsevier, 2016.

14. Borges AS, Richit A. Correlação entre o estilo de vida e a saúde dos professores. REVISA. 2025; 14(1):1369-78. DOI: https://doi.org/10.36239/revisa.v14.n1.p1369a1378