Síndrome de Burnout: um estudo sobre o desencanto de ser professor(a)

Abstract

The study presented in this article aims to identify what Brazilian researches have revealed about the factors that are provoking the Burnout Syndrome among teachers. First, a review was carried out regarding both the Syndrome and the complexities of teachers' work, such as: the challenges of the current times, the many tasks assigned to the teacher and the social transformations, therefore creating a theoretical basis to support this research. With this theoretical basis, a bibliographic research was carried out, by gathering existing studies on this topic. The websites used to collect the data were the CAPES (Coordination for the Improvement of Higher Education Personnel) and IBICT website (Brazilian Institute of Science and Technology Information), more precisely the BDTD (Brazilian Digital Library of Theses and Dissertations). The following keywords were used: "burnout in teaching", "burnout syndrome in teachers", "stress affecting teachers", " teacher’s occupational health", "teachers’ stress," "teacher’s demotivation", "teacher’s health problems", "disenchantment in being a teacher", "teaching presenteeism", "presenteeism" and "absenteeism". Afterwards, a filter was applied on the identified 294 publications published between 2010 and 2015, by selecting only the ones that had been carried out in the educational field and concerned the theme of this study. This resulted in 10 theses from the CAPES website and 14 theses and 36 dissertations from the IBICT website. Having read the abstracts, it was possible to identify the different factors pointed out by the researchers as being responsible for the teacher's disenchantment in the classroom. Those factors were organized as follows: working conditions, physical conditions, school administrative and pedagogical management teacher/student/community relationships and professional qualification and appreciation. Within those categories, some factors were most frequently mentioned, suggesting that the educational researchers consider them as the most important: work overload, dissatisfaction with wages, students’ behavior, social devaluation and rigid and inflexible rules focused on teaching productivity. The results were discussed with reference to the literature reviewed and some actions to challenge the problems were suggested.