Síndrome de Burnout na educação pública brasileira: uma reflexão sobre os fatores de risco e proteção à saúde mental dos professores

Abstract

Burnout Syndrome (BS) is based on its most accepted definition, as a reaction to chronic emotional tension caused by dealing excessively with people at work. Of multidisciplinary interest, discussions in the area of education have been growing due to their impact on teachers. The study aimed to understand the main risk factors for the development of Burnout Syndrome in public school teachers, as well as identify the protective factors for their mental health. To this end, a bibliographical research was carried out, with a qualitative approach. The literature was searched in the Scielo Brasil database using some descriptors, and 16 articles were selected and evaluated. The results showed that the theme in Brazil is incipient, with the South and Southeast regions being highlighted in the production of knowledge. It was observed that, for the development of SB in teachers, there is a combination of individual, social and work factors, highlighting the presence of work overload, physical and/or psychological violence and professional dissatisfaction. Studies indicate that protective factors involve joint action between teachers, educational institutions and society. Public policies that consider teacher health, teacher salary enhancement and better working conditions are urgently needed. Still, there is a need for new research, in an attempt to bring scientific knowledge to the target audience, teachers, in an attempt to preserve their health, that of their peers, as well as the teaching and learning process in Brazilian public education.