Transtornos de ansiedade em professores pela perspectiva da terapia cognitivo-comportamental: uma revisão bibliográfica.

Abstract

This article presents an integrative bibliographic review that explores the intersection between anxiety disorders and the educational context, with a focus on the challenges faced by teachers. The methodology adopted for this literature review was descriptive and exploratory, based on a systematic search of the Capes Periodicals Portal database. The descriptors used were established from the Health Sciences Descriptors/Medical Subject Headings - DeCS/MeSH, combined with each other using Boolean operators: (anxiety OR anxiety disorders) AND (teacher OR educator). The inclusion criteria were peer-reviewed studies in the Portuguese language that addressed anxiety disorders in teachers, in the last 15 years. Exclusion criteria included articles in foreign languages, duplicates, or those unrelated to the proposed objective. After analyzing and organizing the obtained articles, six studies were selected, indicating a scarcity of rigorous research on anxiety in teachers in Brazil. The results were discussed from the perspective of Cognitive-Behavioral Therapy (CBT), highlighting interventions for reducing anxiety symptoms and emphasizing the importance of self-care and emotional support in the teaching profession, providing information and practical suggestions to help teachers cope with anxiety challenges and promote a healthier and more productive learning environment.