BURNOUT SYNDROME AND FUNCTIONAL READAPTION IN PUBLIC TEACHERS OF THE FEDERAL DISTRICT PUBLIC TEACHING NETWORK

• Autor(a) principal: Sousa, Jose Francisco de
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista JRG de Estudos Acadêmicos
• Texto Completo: http://revistajrg.com/index.php/jrg/article/view/95
• topic: Síndrome de Burnout. Readaptação Funcional. Professor. Análise do Comportamento. Metacontigências.; Burnout syndrome. Functional Readaptation. Teacher. Behavior Analysis. Metacontingencies.

The profissional profile of the teaher has changed over time, however, his mission remains the same to educate and to transmit contente that has been historically constructed. However, after the Industrial Revolcution, and more recentetly, with the increase in techlogy and social change, teachers heve suffered freattly from stress.This stress caused at work and by work the rearchrs called Burnout Syndrome (BS). The sybdrome is caracterized bu chonic, continuous and intense stress, depersonalization and reduced professional achievement. It mainly affects professionals whose profissions deal with care. The research is of the quali-quanti type and whas carried out at the end of the secund semestrer of 2019 with trachers from and elementar shchool and another from hight school, with trachers who were readaptated, that is, treachers who for health seasons are out of the classroom and develop ohter pedagogical activities To do this, they were invited to participate in the rearch, first by answering na interview and in a secund phase by applying a questionnaire. The results indicated that, even when rehabilitated, teachers remain stressed and that the Funcional reahabilitation Program, as well as the management body, did not continue rehabilitation process, showing that these teachers, in addition to the illness for which they were removed drom the servisse, acquired others, such as BS, depression ande ver physical illnesses. In this sense, we can conclude that the is a need to develop public policies to combat stress ( metacontigency) as well as to make teachers acquire new behavior repertories to deal with situations at work