A intensificação do trabalho docente e suas repercussões na saúde mental dos professores: condições de trabalho, sofrimento psíquico e a desvalorização da profissão

Abstract

This article aims to discuss the topic of mental health within the educational context, analyzing the main factors that cause teacher distress and absence. Based on a review of contemporary literature, we explore the naturalization of physical and mental suffering associated with being a teacher, similar to Viegas's (2022) approach, which problematizes work overload and lack of professional recognition. Based on studies of the literature by Arbex, Mendonça and Souza (2013), we seek to highlight the difficulties educators face in their interpersonal relationships, considering the impact on their professional lives. These consequences extend beyond the work sphere directly affecting their daily lives, harming and compromising their relationships. Furthermore, we found that the incidence of absences due to illness is higher among teachers compared to other professional categories, according to a study that points to high levels of mental distress. For example, in a study of 2,181 workers, 116 teachers were absent due to mental health issues, totaling 246 absences between 2012 and 2016. This situation is related to working conditions, psychological pressure to achieve results, the accumulation of responsibilities, and the devaluation of the profession. Therefore, it is essential to implement public policies that guarantee better working conditions and provide adequate support for education professionals, ensuring the preservation of their mental health and quality of life.