Sintomas de Burnout em licenciandos de pedagogia do CFP - UFCG.

Abstract

This study emerges as a relevant and necessary discussion within a context of emotional strain affecting professionals still in their initial training, who are exposed to the labor market and the constant theoretical and practical demands of teaching degrees. Its main objective is to assess the presence of symptoms of Burnout Syndrome in undergraduate students of the Pedagogy program at the Center for Teacher Education (CFP), Cajazeiras campus, at the Federal University of Campina Grande (UFCG), who are currently pursuing their initial higher education training. The research included eleven (11) Pedagogy students enrolled between the 1st and 10th semesters, who are already engaged in teaching activities, whether as full-time teachers, substitute teachers, or involved in tutoring and support activities for early childhood education or the early years of elementary education. The theoretical framework was constructed based on the works of Freudenberger (1974), Leiter & Maslach (2000), as well as Codo & Menezes (2006), Ebisui (2008), Schaufeli & Taris (2005), Ferreira (2023), and Rodrigues (2023). The study follows a quantitative- qualitative approach and was conducted through a Google Forms questionnaire containing both open and closed questions related to socio-demographic, educational, and psychosocial data, along with the Maslach Burnout Inventory for Educators (MBI-ES). Data were collected and analyzed using the survey tools and classification criteria for burnout risk, considering the MBI scale cut-off points. The instrument was adapted by GEPEB (Research Group on Stress and Burnout) and validated in Brazil by Benevides-Pereira in 2001. The results indicate that 36.4% of the students showed signs of Burnout, and 27.3% are at high risk, outlining a concerning scenario. The participants manage multiple responsibilities within the Pedagogy program and simultaneously engage in teaching or tutoring activities. Despite this workload, some participants demonstrated good academic performance in terms of grades. The study concludes that symptoms such as emotional exhaustion, depersonalization, and reduced personal accomplishment impair both the quality of life and the quality of professional training.