Prevalence of Burnout Syndrome for Public Schoolteachers in the Brazilian Context: A Systematic Review.

The aim of this systematic review was to examine the prevalence of burnout-related symptoms in Brazilian schoolteachers who work in public schools. The literature search was conducted using the following databases: PubMed-MEDLINE, Scopus, and Web of Science. Peer-reviewed studies published in English, Spanish, or Portuguese were considered for inclusion. A total of 2106 records were identified through database searching and 7 additional studies were identified through other sources. Based on the inclusion and exclusion criteria, 19 studies were included in the systematic review. Burnout syndrome prevalence was assessed through seven distinct questionnaires. Overall, the majority of the studies presented high methodological quality. Brazilian schoolteachers exhibited high levels of emotional exhaustion (21-69%), high or moderate degrees of depersonalization (8-32%), and high levels of personal realization and enthusiasm toward the job (30-90%). From these data, it is possible to infer that Brazilian schoolteachers are, in general, affected by burnout syndrome. However, and, surprisingly, they seem to be motivated and idealistic, as demonstrated by their high levels of personal realization and enthusiasm toward the job (30-90%). This likely favors the implementation of programs designed to avoid or reduce burnout, deal with stress, and enhance teaching quality.

Por um pedagogo brincante um olhar sobre o brincar no curso de pedagogia da Universidade do Estado de Minas Gerais / For a playing pedagogue: a look at playing in the mining general state university pedagogy course

Este artigo tem como objetivo geral investigar o que propõem os componentes curriculares integrantes do cursopresencialde licenciatura em Pedagogia da Faculdade de Educação da Universidade do Estado de Minas Gerais (FaE/UEMG-CBH)em relação ao aproveitamento das potencialidades de uma aprendizagem brincante aplicada à formação do futuro profissional do cenário da Educação Infantil (EI). Adota uma abordagem qualitativa e utiliza como procedimentos a pesquisa bibliográfica e documental. Ao todo, foi possível analisar nomenclaturas, ementas e bibliografias básicas de 89 (oitenta e nove) componentes curriculares que integram o referido curso. Dentre os achados, constatamos que o Brincar representa apenas 8% (oito por cento) da carga horária total do curso, nos levando a concluir que a formação curricular do pedagogo na FaE/UEMG-CBH carece de um viés brincante.

This article aims to investigate the proposition of the curricular components that are part of the presential degree course in Pedagogy of the Faculty of Education of the State University of Minas Gerais (FaE / UEMG-CBH) in relation to harnessing the potential of learning. play applied to the formation of the future professional in the kindergarten scenario. It adopts a qualitative approach and uses bibliographic and documentary research as procedures. In all, it was possible to analyze nomenclatures, menus and basic bibliographies of 89 (eighty-nine) curricular components that integrate the referred course. Among the findings, we found that Play represents only 8% (eight percent) of the total course load, leading us to conclude that the educational background of the pedagogue at FaE / UEMG-CBH lacks a playful bias.

O orientador educacional no Brasil / The educational counselor in Brasil

Historicamente, a orientação educacional tem sido uma das funções exercidas pelo profissional da educação denominado pedagogo. Nos diferentes estados brasileiros e nas diferentes redes escolares, este profissional, se existente, recebe denominações variadas e exerce atividades também variadas. Tal diversidade descaracteriza a real dimensão de seu fazer profissional e estabelece um conflito entre os diversos papéis desempenhados pelos diferentes profissionais da educação. Neste sentido, este artigo apresenta um mapeamento da existência desse profissional na rede pública estadual brasileira, além de uma discussão crítica sobre a especificidade do trabalho do orientador educacional, apontando para a necessidade de sua presença em todas as escolas da rede escolar brasileira.

Historically, educational counseling is one of the activities carried out by pedagogues. This professional goes by varied denominations and performs equally varied activities in different schools and in the different states of Brazil. Such diversity deprives pedagogues of the characteristics and the true dimension of their professional tasks and creates a conflict with the various roles played by different education professionals. This paper maps the presence of pedagogues in Brazilian public schools and discusses the specificity of the educational counselor's work critically. It also shows the need of pedagogues in all Brazilian schools.