Avaliação da efetividade do Programa PROSIPE em professoras: um estudo de caso no Centro de Educação Infantil Pedro Boca Rica, Fortaleza-CE

Abstract

The work routine of education professionals, particularly teachers, involves demanding schedules and exposure to occupational stressors that can negatively affect their health, well-being, and job quality. In Brazil, public policy-based programs have been developed to mitigate such impacts, aiming to prevent illness, promote health, and reduce absenteeism and early workforce withdrawal among teachers. In 2019, the Municipality of Fortaleza, through its Municipal Department of Education, implemented the Municipal Program for the Promotion of Health of Education Professionals (PROSIPE), coordinated by the Professor Darcy Ribeiro Teaching Academy (APROF). The program's main objective is to promote actions aimed at preventing illness among education professionals. Specifically, it seeks to develop strategies in the areas of vocal health, mental health, and musculoskeletal health—key factors in teacher sick leaves. This study aimed to evaluate this public policy by analyzing the main outcomes and gaps in the implementation of PROSIPE as a support mechanism for reducing teacher illness. The analysis was conducted from the perspective of permanent and substitute teachers, as well as school managers, at the Pedro Boca Rica Early Childhood Education Center in Fortaleza, Ceará. The study employed the Logical Framework Approach (LFA) as the evaluative methodology, complemented by document analysis, literature review, and data collection through semi-structured questionnaires and ergonomic assessment tools. The LFA is widely used in public policy evaluation to identify objectives, goals, outcomes, activities, and underlying assumptions. Data were analyzed using the Content Analysis method, encompassing pre-analysis, material exploration, and interpretation of findings. The results revealed ongoing issues related to teacher absenteeism and highlighted barriers faced by educators in accessing and effectively engaging with the activities proposed by PROSIPE. These findings suggest that logistical, structural, and organizational factors significantly influence teachers' adherence to health promotion and disease prevention initiatives.