Saúde mental docente: desafios no processo de ensino em escolas filantrópicas da rede jesuíta de educação

Abstract

Teaching has recently become a profession associated with illness production. Considering this aspect, the current study addresses the theme of mental health within the context of education. Its objective is to analyze the challenges of teachers’ mental health during the teaching process, aiming to promote health and well-being among educators working in the early grades of elementary education at philanthropic schools within the Jesuit Education Network of Teresina. The students attending these philanthropic schools, for the most part, come from low-income families living in vulnerable conditions, which refers to situations where they face emotional, social, academic, or health challenges that may make them more susceptible to difficulties and in need of additional support. The study also presents the relationship between teaching work and mental health, identifying factors that can trigger psychological illness, as well as prevention strategies, which can occur through spirituality and sensitive management. It also addresses the issue of social vulnerability brought by philanthropic schools that target students who may experience daily situations of hunger, domestic violence, abuse, alcoholism, mistreatment, etc. The research adopts a qualitative, exploratory approach and the methodology utilized reference authors who discuss the theme of mental health in the work context, as well as philanthropy and social vulnerability, such as Merlo et al., Moronte, Tostes, Silva, Paz, Vital, and Urz et al. Data collection was conducted through semi-structured interviews with eight teachers, four from the 3rd grade and four from the 4th grade, all working in elementary education. The interview followed a script of fourteen questions, five objective and nine subjective. The questions covered the following aspects: length of time in teaching, self-assessment of mental health post-pandemic, factors affecting the work context, the interference of mental health in the teaching process of students, the educational institution and the prevention of mental health issues, main consequences of the pandemic on the teaching routine, strategies for mental health care, professional support to deal with mental health-related issues, and the influence of social vulnerability of philanthropic schools on teachers’ mental health. The results show that all interviewees understand that many factors can trigger mental illness; however, the context of student vulnerability can bring even more problems to their mental health. Thus, seeing the research results, it is understood that recognizing the signs of mental illness is an essential strategic element for prevention in minimizing emotional damage that can hinder and even distance the teacher from their work activities. Therefore, the current research proposes as an intervention a protocol of internal support, alongside the leadership of the researched institutions, with basic guidelines to strengthen actions for the prevention and promotion of mental health, which can be extended to all educational units of the Jesuit Education Network.