VOCAL ABUSE AMONG TEACHERS IN THE PUBLIC SCHOOL SYSTEM OF TONANTINS, AM: IMPACTS AND ASSOCIATED FACTORS

Abstract

Voice use is essential for teaching practice, being the main working tool of teachers. However, unfavorable conditions in the school environment, such as excessive noise, high vocal demand, and the frequent need to raise the voice, may contribute to vocal abuse and the development of vocal disorders. Objective: To analyze vocal abuse among public school teachers in the municipality of Tonantins (AM), identifying associated factors and possible impacts on vocal health. Methodology: This is a quantitative, descriptive study conducted through the application of an online questionnaire via Google Forms, with voluntary and anonymous participation of 46 teachers. The instrument included sociodemographic questions and aspects related to voice use in the workplace. Data were analyzed using simple descriptive statistics. Results: There was a predominance of female participants (57.8%) and an age range between 28 and 70 years, with a higher concentration between 38 and 47 years (37.8%). Most participants (77.8%) have more than 10 years of professional experience, and 51.1% work between 21 and 40 hours per week. Regarding the level of education, most participants work in lower secondary education (51.1%), followed by upper secondary education (42.2%) and primary education (33.3%), with some teachers working at more than one level. All participants (100%) considered the voice as their main working tool. Additionally, 44.4% reported frequently raising their voice in the classroom, and most indicated the presence of noise in the school environment. Conclusion: Teachers are exposed to conditions that favor intensive and, at times, inappropriate voice use, which may negatively impact vocal health. These findings highlight the need for preventive actions, guidance on proper voice use, and improvements in working conditions.