Sofrimento mental docente: um estudo na rede pública de educação municipal de Uberlândia-MG

Abstract

Introduction: Teaching has been described as one of the occupations most vulnerable to physical and mental illness, due to the intensification of work demands and the deterioration of working conditions. The COVID-19 pandemic further strained this scenario, increasing workload, emotional pressure, and pedagogical demands associated with the transition between remote, hybrid, and in-person teaching. Literature Review: Studies have shown that the school environment and work organization can influence teachers’ physical and mental health, contributing to the development of Common Mental Disorders (CMD). These processes stem from multiple factors present in daily school life, capable of generating progressive strain, low motivation, absenteeism, and work withdrawal. Objective: In this context, the present study sought to deepen the understanding of the work–health relationship in the post-pandemic period, specifically among basic education teachers in the municipal school system of Uberlândia, Minas Gerais. The specific objectives included characterizing the sociodemographic and health profile of these teachers, and assessing their mental health and working conditions. Methodology: The study adopts a quanti-qualitative approach, combining structured questionnaires and semi-structured individual interviews. The target population consists of 3,191 teachers, with a representative sample of 342 participants. Sociodemographic and health questionnaires will be analyzed using descriptive statistics, while interview data will undergo discourse analysis, involving detailed reading and identification of thematic categories. Results and Discussion: The findings allowed for a comprehensive understanding of the teachers’ profiles, working conditions, and the pandemic’s impacts on their mental health within the municipal public school system of Uberlândia. Regarding their profile, the sample showed a predominance of women, high educational attainment, low wages, and heavy workloads. Results indicated the presence of CMD in 66% of participants, revealing a scenario of psychological distress associated with work overload and insufficient institutional support. Interviews highlighted professional devaluation, precarious infrastructure, and excessive extraclass tasks. Emergency remote teaching was described as a period of intense readaptation, marked by technological difficulties. The return to in-person instruction was accompanied by fear, insecurity, and emotional exhaustion. Despite these challenges, teachers emphasized their relationships with students as a key source of motivation and a factor sustaining their commitment to the profession. Final Considerations: The study demonstrated a high prevalence of mental distress among teachers in the municipal school system of Uberlândia in the post-pandemic context. It underscores the need for public policies that enhance professional recognition, improve working conditions, promote mental health, and ensure spaces for listening and participation.