Bem-estar e resiliência de docentes: uma revisão sistemática de literatura

Abstract

Well-being and resilience are central themes in the human and social sciences, particularly in the educational field, as they are directly associated with working conditions, mental health, and subjective experiences. Given the complex nature of these constructs, this study aimed to conduct a systematic review of the national and international literature on well-being and resilience in teaching across different levels of education. The review was carried out in accordance with the PRISMA protocol, based on searches conducted in the CAPES Journals Portal and ResearchGate, including studies published between 2014 and 2024 in Portuguese and English. Quantitative, qualitative, and mixed-method studies were included, totaling 41 articles. The findings indicate a predominance of subjective conceptions of well-being, grounded in satisfaction, affect, and meaning attributed to work, while also revealing that moderate levels of well-being coexist with significant indicators of stress, exhaustion, and psychosocial distress. Resilience is frequently understood as a resource mobilized in response to the adversities of teaching work, supported by social networks, institutional ties, and self-care practices. The review also highlights a conceptual overlap between well-being and resilience in part of the analyzed studies, as well as a greater concentration of research focused on well-being compared to resilience. Finally, the scarcity of longitudinal investigations is emphasized, which limits the understanding of changes in these phenomena over time and points to the need for future research that further explores them across different educational and organizational contexts.