Challenges in school context: promoting health vocal teachers

Challenges in school context: promoting health vocal teachers


Federal University of Pernambuco1

Research Journal of Pharmacology and Pharmacy-2d Code

The voice plays a key role in communication and human relationships. It enriches the transmission of articulated message, adding the word the emotional content, intonation, expressivity. For teachers, the impression of voice conveyed to students is of utmost importance, it can be an element in favor of the involvement of students in the teaching / learning process. Better understand the vocal behavior and its role in oral communication is key, from the simple to be heard better by its full use as a resource in teaching and its impact on the interaction with the student and clarity of content and activities. Studies show that the teacher continues to teach even with his voice altered and rarely prepare before entering the classroom, factors that contribute to the establishment of voice alteration, expressed by hoarseness, roughness, dryness in the throat and vocal fatigue. However, take care of the voice is not always easy and is almost never the priority educator, given the huge demand and professional liability it faces daily. This project aimed to carry out a survey of the vocal profile of teachers of early childhood education, seeking to characterize them in relation to vocal complaints in order to empower them for a professional use of healthier voice, preventing voice disorders caused by misuse in the classroom. Application of a protocol with objective and open questions, 16 teachers from kindergarten. 12 meetings were held in the School Fabiano Hogar de Cristo, located in the neighborhood of the Meadow, located in Recife, it was developed a vocal training program focusing on behavior modification, with daily goals involving healthy voice use. Through oral presentations with topics related to vocal health with directions, and group discussion. In addition to techniques performed in groups for improvement and best vocal resistance. 69.23 % of the evaluated teachers have the following vocal complaints: hoarseness, sore throat, vocal effort, vocal fatigue and constant throat clearing. As for the beginning of the vocal problem 53.84 % said it occurred gradually deforms. The issues associated with vocal problem was highlighted: 84.61 % noise in the workplace, 84.61 v% speaks for long time and 76.92 %, use of the singing voice. The voice of worsening situations referred by teachers 61.53 % were associated with speaking loudly and improve situations in the same, 61.53 v% were associated with home and spoke in low intensity. Only 30.76 % of teachers have sought specialized care with ENT and speech therapist. From the strategies of vocal health promotion program, there were significant changes in the vocal behavior of the group. In its early days, speech therapy had an eminently rehabilitation character and thus all its actions constituted on proposals towards the “cure” of so-called communication disorders. Such action was not different between the professionals working with voice problems1. At the end of the 70’s and early 80 in the last century, it was possible to go down, even though timidly, by aspects of health promotion and prevention of voice disorders, with more targeted focus mainly to school2. The teacher presents high risk to develop occupational order voice disorder due to exposure to several factors related to the organization and working environment1. Due to the great vocal demand required for this category, it is observed with great freqüecia application for classroom spacing4. Tavares and Martins said the voice symptoms begin a slow and sporadic, and develop over time until they become permanent, with the consequent emergence of laryngeal lesions. Symptoms such as hoarseness, vocal fatigue and sore throat are signs of vocal abuse or intense voice use in inappropriate conditions and may contribute to the development of an occupational disease. Teaching is usually related to high stress secondary to the work organization and its risks. Symptoms of voice disorder are predominant at the end of the workday and worsens during the week and semester. After night pillows, weekends and holidays, the voice tends to improve. However, gradually, such symptoms are present continuously and without expectation of improvement. For many authors, the best way to help teachers in the health care of the vocal tract is through “preventive information”. Education is primarily responsible for the decrease in abuse and evil vocal use. Of the lanyard to the laws related to vocal health, the Pan American Health Organization called schools as institutions that promote health. The idea of health promoting schools is that the school institution is also an educational space for health, cultivating healthy lifestyles, with repercussions for students and the community. In this way, teachers will also be taken care of and trained for this new proposal. Within the scope of health, the voice has an important place, both for teachers and for students and must be preserved and perfected. Working with teachers was extremely productive, enabling changes in vocal behavior, through the guidelines on how to maintain healthy voice inside and outside the classroom with vocal training, gains in strength and vocal setting. At each meeting established goals were to follow during the week. These involved the use of exercises and changes in routine. From this it was possible to observe the empowerment of teachers during the meetings regarding the use of their voices.

Keywords: Voice; Professor; Vocal Health; School.

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