Lousa, pincel e ansiolítico: percepções de professores do ensino público municipal sobre sofrimento psíquico

Abstract

This dissertation aimed to understand the perceptions of teachers from a public early childhood and elementary school in Fortaleza regarding psychological distress in the work context. Specifically, it sought to characterize the work environment, identify the relationships between the COVID-19 pandemic and participants’ mental health, and analyze teachers’ experiences of suffering, highlighting challenges and coping strategies.A qualitative study was conducted through semi-structured interviews with 17 teachers (either actively teaching or reassigned to pedagogical functions). The data were subjected to Thematic Content Analysis, according to Bardin, from which four categories emerged: (1) challenges and satisfactions related to teaching in the workplace; (2) psycho-emotional disorders and diagnoses; (3) effects of the pandemic on mental health; and (4) perceptions of institutional policies for mental health care and individual self-care strategies.The results confirm teachers’ perception of a clear causal relationship between working conditions (work overload, structural precariousness, and inclusion demands without adequate support) and the emergence or worsening of psycho-emotional disorders. The study found fragility in institutional mental health policies, in contrast with the intensification of individual strategies (therapeutic, pharmacological, and religious), which prove insufficient to neutralize the structural roots of illness. It is expected that this research will contribute to advancing knowledge about teachers’ psychological vulnerabilities, aiming to minimize the risks of work leave and to promote health and well-being.