Abstract
The objective of the present work was to determine how the voice quality of the teachers of the Faculty of Education of UNIFE is found. This present research is a simple descriptive study. The sample has 35 university teachers whose ages oscillate among 20 and 73 years; and between 04 and 53 years of service. A survey and an auditory perceptual protocol were evaluated individually. The auditory perceptual analysis evaluated: a) Pitch, b) Loudness, c) Maximum phonation time, d)Vocal quality of the participants. In most of the teachers we found vocal disorders. It is evident that some teachers introduced severe Pitch, as well as teachers with strong and weak loudness. With regard to the maximum phonation time, they presented an average under the standard. In terms of vocal quality, most teachers presented a right voice; nevertheless, teachers were found with hoarse, whispered and infantilized voice. In the relation of the service time and the voice quality, there was no relation with these parameters. Most of the teachers correspond to 77.1% obtained vocal parameters within normal limits.
Highlights
La voz puede definirse como un sonido voluntario producido por los pliegues vocales, gracias a la acción del soplo espiratorio ampliado y modulado por las cavidades de resonancia y regulado por el sistema auditivo
In most of the teachers we found vocal disorders
Most of the teachers correspond to 77.1% obtained vocal parameters within normal limits
Summary
The auditory perceptual analysis evaluated: a) Pitch, b) Loudness, c) Maximum phonation time, d) Vocal quality of the participants. In terms of vocal quality, most teachers presented a right voice; teachers were found with hoarse, whispered and infantilized voice. Most of the teachers correspond to 77.1% obtained vocal parameters within normal limits. Keywords Teachers, voice quality, pitch, loudness, maximum phonation time. Como las aulas universitarias son grandes y las alumnas adultas, además, la dificultad en relación a los ruidos ambientales (ruidos externos e internos) demandan mayor esfuerzo vocal en las docentes universitarias (Behlau, Suzigan y Nagaro, 2004). Nuestro deseo es que sirva este estudio como un aporte, para realizar actividades de prevención en casos de alteración por el uso y/o abuso vocal inherente a su profesión, ya que en la práctica profesional continua muchas docentes presentan dificultades de voz que interfiere así su labor cotidiana
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