BURNOUT SYNDROME AND OCCUPATIONAL TEACHING STRESS: A PROPOSAL FOR THE INTERVENTION OF BEHAVIORAL COGNITIVE THERAPY IN THE MUNICIPAL SCHOOLS OF THE OLINDA GOVERNMENT

Abstract

In view of the context in which education is presented, there is concern about care with the professional involved in the practice of work. One of the well-known illnesses in the teaching literature is occupational stress and Burnout Syndrome. Although it is a highly relevant issue in the education scene, this syndrome is still a socially neglected problem. It is a great challenge to understand the process of illness, and even more to think about coping strategies and actions that minimize the psychic and behavioral repercussions of stress on the teacher. This article proposes to develop preventive and interventional actions PE. The use of the Workshop methodology provides a very relevant practical contribution regarding the promotion of teachers' health in the school environment. The present work does not pretend to exhaust the possibilities of action in cases of Burnout Syndrome in the teaching area, but serves as a model of intervention in public educational policy within the proposal of Cognitive Behavioral Therapy., based on Cognitive Behavioral Therapy, in cases of occupational stress and Burnout Syndrome in teachers. The methodology adopted is a literature review about Burnout Syndrome, in addition to intervention techniques in Cognitive Behavioral Therapy. As a method, it is also proposed the elaboration of a workshop with teachers in the public schools of the municipality of Olinda, state of Pernambuco, Northeast of Brazil.