Brazilian Journal of Pain
https://brjp.org.br/article/doi/10.5935/2595-0118.20220064-en
Brazilian Journal of Pain
Original Article

Assessment of behavior-related pain in school teachers during emergency remote teaching: cross-sectional study

Avaliação de dor relacionada ao comportamento de professores durante o ensino remoto emergencial: estudo observacional transversal

Fabiana Alencar Alfaia; Victor Barbosa Ribeiro; Andressa Stephanie Fernandes da Silva; William Bezerra Leite; Stephanya Covas da Silva; Rafael de Menezes Reis

http://dx.doi.org/10.5935/2595-0118.20220064-en BrJP, vol.5, n4, p.375-381, 2022
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Abstract

BACKGROUND AND OBJECTIVES: In the teacher’s professional practice, there is a high level of stress, anxiety and incidence of pain. With the advent of COVID-19 and the emergence of remote teaching, it is possible that this scenario has been aggravated. The objective of this study was to evaluate chronic pain, central sensitization and pain catastrophizing among primary education teachers during remote teaching offered due to the pandemic.
METHODS: A cross-sectional analytical observational study. Participants were 200 teachers from different regions of Brazil who responded through an online form a sociodemographic questionnaire and a questionnaire about their working conditions. In addition, pain intensity was assessed using the Visual Analog Pain Scale (VAS), central sensitization state was assessed using the Central Sensitization Questionnaire (CSI), and pain catastrophizing was assessed using the Catastrophic Thinking Scale about Pain (PCS).
RESULTS: Most of the teachers were female, white, from the southeast region, with lato sensu specialization, had an income of 2 to 2.5 minimum wages, working 21 to 40 hours a week. Most of the teachers reported pain intensity equal to eight and the body region most affected was the lumbar spine. It was observed that teachers with low salary, uncomfortable environment and longer days dedicated to remote teaching showed a greater tendency to central sensitization and pain catastrophizing. Most teachers reported pain intensity equal to eight and the most affected body region was the lumbar spine. Teachers with uncomfortable furniture reported increased pain, especially in the lumbar spine and neck. They also showed higher levels of central sensitization to pain, inversely proportional to their salary income and, in sum, teachers with a greater feeling of discomfort catastrophized more which reflects the physical and emotional damage that pain can cause.
CONCLUSION: Remote teaching during the pandemic of COVID-19 impacted physical and emotional changes in teachers of primary education. The professionals perceived that their furniture was not the most adequate for the high amount of time they had to work on academic activities using computers (in general, over 40 hours a week), they reported increased pain, especially in the lumbar spine and neck, they presented higher levels of central pain sensitization, which was influenced by low salary income, and, in sum, teachers with higher feelings of discomfort catastrophized more, which reflects the physical and emotional damage that pain may cause. All these affections tend to reduce the teachers’ quality of life and, consequently, affect the teaching and learning processes.


HIGHLIGHTS
• Lower back pain was reported by teachers as the most frequent during remote teaching.
• Time superior than eight hours in front of the computer influences pain sensitivity.
• Higher salary income is associated with lower pain sensitization

Keywords

Catastrophization, Central nervous system sensitization, Chronic pain, COVID-19, Pandemics, School teachers.

Resumo

JUSTIFICATIVA E OBJETIVOS: Na atuação profissional do professor, há elevado nível de estresse, ansiedade e incidência de dor. Com o advento do COVID-19 e a emergência do ensino remoto, é possível que este cenário tenha sido agravado. O objetivo deste estudo foi avaliar quadros de dor crônica, sensibilização central e catastrofização da dor em professores da rede básica durante o ensino remoto ofertado devido à pandemia.
MÉTODOS: Trata-se de um estudo observacional analítico do tipo transversal. Participaram 200 professores de diferentes regiões do Brasil que responderam, através de um formulário online, perguntas sobre aspectos sociodemográficos e suas condições de trabalho, além de serem avaliadas a intensidade de dor por meio da escala analógica visual de dor, o estado de sensibilização central por meio do Questionário de Sensibilização Central (CSI) e a catastrofização da dor por meio da Escala de Pensamento Catastrófico sobre a Dor.
RESULTADOS: A maioria dos professores eram do sexo feminino, brancos, da região sudeste, com especialização lato sensu, apresentavam renda de 2 a 2,5 salários-mínimos e jornada de trabalho de 21 a 40 horas semanais. A maioria dos professores relatou intensidade de dor igual a oito e a região do corpo mais afetada foi a coluna lombar. Observou-se que professores com baixo salário, ambiente desconfortável e maior jornada dedicada ao ensino remoto apresentaram maior tendência à sensibilização central e à catastrofização da dor. Professores com mobiliário desconfortável relataram aumento da dor, em especial, na coluna lombar e no pescoço. Apresentaram também maiores níveis de sensibilização central à dor, inversamente proporcional à sua renda salarial e, de maneira somatória, professores com maior sensação de desconforto catastrofizaram mais o que reflete os prejuízos físicos e emocionais que a dor pode causar. 
CONCLUSÃO: O ensino remoto durante a pandemia do COVID-19 impactou alterações físicas e emocionais nos professores da rede básica de ensino. Os profissionais perceberam que seu mobiliário não era o mais adequado para a alta permanência de tempo que tiveram de trabalhar em atividades acadêmicas pelo computador (em geral, acima de 40 horas semanais), relataram aumento da dor, em especial na coluna lombar e no pescoço, apresentaram maiores níveis de sensibilização central à dor, que foi influenciado por baixa renda salarial e, de maneira somatória, professores com maior sensação de desconforto catastrofizaram mais, o que reflete os prejuízos físicos e emocionais que a dor pode causar. Todos estes acometimentos tendem a reduzir a qualidade de vida do professor e, consequentemente, afetar o processo de ensino e aprendizagem.
DESTAQUES
• A dor lombar foi apontada pelos professores como a mais frequente durante o ensino remoto.
• Tempo superior a oito horas em frente ao computador influencia a sensibilidade à dor.
• A maior renda salarial está associada a menor sensibilização da dor.

Palavras-chave

Catastrofização, COVID-19, Dor crônica, Pandemias, Professores escolares,  Sensibilização do sistema nervoso central.

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Submitted date:
11/02/2022

Accepted date:
12/23/2022

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