Onde dói professor? percepção de doença, qualidade de vida e dor em professores universitários

Abstract

This research carried out a study on the perception of illness, quality of life and pain in university professors. With a focus on the prevalence of pain, the objective of this study was to identify whether pain becomes chronic, describe the main impairments present in teachers who have chronic pain and verify whether the impairments are associated with the different phases of work stress and interferences in the working conditions of higher education professors from two institutions in a city in western Paraná, one private and the other public. The research, with an interdisciplinary approach, is based on studies in the field of education, psychology and health with regard to the concepts of relationships between quality of life, pain and teaching work. The study was carried out in two moments: bibliographical research, which deals with the analysis of authors who study the theme; and the descriptive study, which aims to describe the characteristics of a population. The methodological approach was based on current scholars, supported by dissertations, theses and journals; in the debate between perception of illness by authors such as Zaragoza (1999) and Silvany-Neto et al. (2000); to discuss quality of life aligned with work, we brought the authors Codo (2002), Martinez (2003), Assunção (2003, 2007), Gasparini and Barreto (2005) and, finally, to corroborate the discussion of pain linked to chronic pain , we present the authors Perissinoti and Sardá Junior (2019), Le Breton (2013), Van Der Kolk (2020) and Angerami (2012). With this research, it was possible to verify how the perception of illness, quality of life and pain of university professors is, in addition to being possible to analyze and identify whether the pain has become chronic or not, due to the work and emotional condition. As a result, 25% of the participating teachers stated that feelings of sadness or depression interfere extremely in their daily lives, thus showing that there is emotional exhaustion caused by work. The results also showed that around 43% of teachers feel extremely uncomfortable due to tiredness and 35% say they are not very satisfied with their sleep, thus demonstrating how exhausting teaching work is. And to further highlight the work overload, 43% of teachers say they have few opportunities for leisure activities and 45% of teachers said they were little able to relax. In addition, 39% of teachers say they are not satisfied with their quality of life, demonstrating the urgent need for improvement. To contribute to the collected data, the literature explained how the teaching work overload is and how this directly affects physical and emotional health, especially the quality of life of teachers and how attention is needed so that intervention processes are carried out to contribute to the improvement of teaching working conditions.