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

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
PDF English
PDF Português
SciELO
Downloads: 0
Views: 326

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.

Referências

1 Raja S, Carr D, Cohen M, Finnerup N, Flor H, Gibson S. Te Revised IASP definition of pain: concepts, challenges, and compromises. Pain. 2021;161(9):1976-82.

2 DeSantana JM, Perissinotti DMN, Oliveira-Júnior JO, Correia LMF, Oliveira CM, Fonseca PRB. Revised definition of pain after four decades. BrJP. 2020;3(3):197-8

3 Klaumann PR, Wouk AFPF, Sillas T. Pathophysiology of pain. Arch Vet Sci. 2008;13(1):1-12.

4 Bernardino YO, Diniz L, Almeida RS. Te effectiveness of physiotherapeutic approach in subjects with low back pain and central sensitization. Rev Jorn Pesqui Iniciação Científica. 2016;1(11):23-30.

5 Silva Umbelino F, de Alessandro A, Barroso Lopes O. Chronic pain beliefs: a critical review of instruments adapted for Portuguese language. Fisioter Mov. 2010;23(4):651-63.

6 Jones DA, Rollman GB, White K P, Hill ML, Brooke RI. Te relationship between cognitive appraisal, affect, and catastrophizing in patients with chronic pain. J Pain. 2003;4(5):267-77.

7 Herman KC, Prewitt SL, Eddy CL, Savale A, Reinke WM. Profiles of middle school teacher stress and coping: concurrent and prospective correlates. J Sch Psychol. 2020;78:54-68.

8 Lourencetti GC. A baixa remuneração dos professores: algumas repercussões no cotidiano da sala de aula. Rev Educ Pública. 2014;23(52):13-32.

9 Hirata G, Oliveira JBA, Mereb TM. Teachers: Who they are, where they work, how much they earn. Ensaio. 2019;27(102):179-203.

10 Gao J, Zheng P, Jia Y, Chen H, Mao Y, Chen S, Wang Y, Fu H, Dai J. Mental health problems and social media exposure during COVID-19 outbreak. PLoS One. 2020;15(4):1-10.

11 Secretaria de Saúde estado de São Paulo. Estresse: o perigoso sintoma invisível do coronavírus. Disponível em: https://portal.apqc.org.br/estresse-o-perigoso-sintoma-invisivel-do-coronavirus/ Acesso em: 26 abr.2020.

12 Chen X, O’Leary S, Johnston V. Modifiable individual and work-related factors associated with neck pain in 740 office workers: a cross-sectional study. Braz J Phys Ter. 2018;22(4):318-27.

13 Guimarães B, Chimenez T, Munhoz D, Minikovski H. Pandemia de COVID-19 e as atividades de ensino remotas: riscos ergonômicos e sintomas musculoesqueléticos dos docentes do Instituto Federal Catarinense. Fisioter Pesqui. 2022;29(1):96-102

14 Mattos, JGS, Castro SS, Melo LBL, Santana LC, Coimbra MAR, Ferreira LA. Dores osteomusculares e o estresse percebido por docentes durante a pandemia da COVID-19. Res Soc Develop. 2021;10(6):e25110615447.

15 Barbosa REC, Fonseca GC, Souza E Silva NS, Silva RRV, Assunção AÁ, Haikal DS. Back pain occurred due to changes in routinary activities among Brazilian schoolteachers during the COVID-19 pandemic. Int Arch Occup Environ Health. 2022;95(2):527-38.

16 Caumo W, Antunes LC, Elkfury JL, Herbstrith EG, Busanello Sipmann R, Souza A, Torres IL, Souza Dos Santos V, Neblett R. Te Central Sensitization Inventory validated and adapted for a Brazilian population: psychometric properties and its relationship with brain-derived neurotrophic factor. J Pain Res. 2017;1(10):2109-22.

17 Sehn F, Chachamovich E, Vidor L P, Dall-Agnol L, Souza ICC, Torres ILS, Fregni F, Caumo W. Cross-Cultural Adaptation and Validation of the Brazilian Portuguese Version of the Pain Catastrophizing Scale. Pain Med. 2012;13(11):1425-35

18 Gabani FL, González AD, Mesas AE, Andrade SM. Te most uncomfortable chronic pain in primary school teachers: differential between different body regions. BrJP. 2018;1(2):151-7.

19 Ng YM, Voo P, Maakip I. Psychosocial factors, depression, and musculoskeletal disorders among teachers. BMC Public Health. 2019;19(1):1-10.

20 Azevedo VR, Vieira M T, Freguglia RS, Assunção AA. Efeitos da ausência do professor na sala de aula sobre o desempenho escolar: uma análise para o ensino fundamental da rede pública no Brasil. XXIV Encontro de Economia da Região Sul. 2021. Acesso 16 de dezembro de 2022. Disponível em: https://www.anpec.org.br/encontro/2021/submissao/files_I/i12-799f9c92dda43ebc79ef21a3c38be319.pdf

21 Araújo TM, Godinho TM, Reis EJFB, Almeida MMG. Gender differentials and health impacts in the teaching profession. Ciênc Saúde Coletiva. 2006;11(4):1117-29.

22 Kebede A, Abebe SM, Woldie H, Yenit MK. Low back pain and associated factors among primary school teachers in Mekele City, North Ethiopia: a cross-sectional study. Occup Ter Int. 2019;8;2019:3862946.

23 Barbosa A. Implicações dos baixos salários para o trabalho dos professores brasileiros. Rev Educ Polít Debate. 2012;2(2):384-408.

24 Elias HE, Downing R, Mwangi A. Low back pain among primary school teachers in Rural Kenya: Prevalence and contributing factors. African J Prim Heal Care Fam Med. 2019;11(1):1-7.

25 Zamri EN, Hoe VCW, Moy FM. Predictors of low back pain among secondary school teachers in malaysia: a longitudinal study. Ind Health. 2020;58(3):254-64.
 

Submetido em:
02/11/2022

Aceito em:
23/12/2022

649c9b60a953952fd05c5ed2 brjp Articles
2595-3192 (Eletrônico) 2595-0118 (Impresso)
BrJP ©2024 Todos os direitos reservados.

BrJP

Share this page
Page Sections