Vocal problems at work: prevention in the teaching practice according to the teacher's view

Abstract

Among workers, the largest category that makes professional use of the voice is that of teachers. This article aims to discuss, from the teacher's perspective, the use of the voice in the teaching practice and the prevention of vocal problems. It is a qualitative-descriptive case study carried out with 25 teachers. Based on a semi-structured script, interviews were conducted to ascertain the subjects' relationship with their voice and with the teaching work, and also to receive suggestions for preventive actions. Results indicated that the voice alteration was perceived, but the teachers usually gave more importance to making sure they were being understood and to exerting control over the students. The teachers who had not had vocal problems yet knew colleagues who had; they knew the risk to which they were exposed and, apparently, they regarded it as a natural and expected consequence of the teaching practice. They believed that interventions with the students, the employer's support, the presence of specialists in the school and the work with the specific needs they face in the classroom could help them preserve their voices.