Sofrimento docente e Burnout na educação básica: fatores psicossociais e implicações para a saúde mental

Abstract

This research, linked to the "Teacher Training and Performance and Educational Practices" line of the Postgraduate Program in Education, focuses on teacher suffering and Burnout Syndrome in Basic Education, from the perspective of psychosocial factors at work. The objective was to analyze, through an integrative literature review (2020–2025), the psychosocial factors associated with the development of burnout in Basic Education teachers, with emphasis on experiences of school violence, working conditions, and institutional dimensions that impact mental health. The research followed the steps of the Joanna Briggs Institute (JBI) protocol, including the formulation of the guiding question, definition of descriptors, search in the ERIC and SciELO databases, application of inclusion and exclusion criteria, and critical analysis of the selected studies. The final corpus consisted of seven scientific articles. The abstracts were subjected to lexical analysis using the IRaMuTeQ software, employing Descending Hierarchical Classification (DHC), Correspondence Factor Analysis (CFA), and similarity graphs, in order to identify semantic patterns and relationships between the central terms. The results indicate that teacher burnout is a multifactorial phenomenon, associated with the interaction between school violence, work overload, precarious working conditions, moral harassment, and institutional weaknesses. Violence—physical, verbal, and symbolic—stood out as an important occupational stressor, linked to emotional exhaustion, depersonalization, and reduced professional fulfillment. Lexical analyses highlighted the centrality of the terms "teacher," "school," and "violence," confirming the interdependence between experiences of aggression, organizational conditions, and mental illness. It is concluded that teacher suffering in Basic Education should be understood as a result of multiple psychosocial factors that go beyond the individual dimension and are related to the institutional and organizational dynamics of school work. This research contributes to the consolidation of a psychosocial approach to teacher burnout and highlights the need for institutional strategies aimed at promoting the mental health of teachers.