Abstract
<p><strong>Objective</strong>: to investigate the prevalence and factors associated with dysphonia and laryngeal lesions in teachers of basic education in a region of the Amazonian region. <strong>Methods: c</strong>ross-sectional study with collection of sociodemographic variables, occupational, environmental and clinics. Laryngeal lesions were evaluated by laryngoscopy. Was used a logistic regression to determine factors associated. <strong>Results</strong>: the prevalence of dysphonia and laryngeal lesions was 68.9% and 53.3%, respectively. There was association between self-reported dysphonia and respiratory problems (OR=3.00; CI95%=1.25-7.22), use of drugs (OR= 2.31, CI95%= 1.19-4.49) and noise in the internal environment (OR= 2.43; CI95%=1.24-4.73). Easy access to water was a protection factor against self-reported dysphonia (OR=0.09; CI95%: 0.01-0.79). We found a significant association between dysphonia diagnosed and digestive problems (OR= 6.09; CI95%=2.79-13.30), external noise (OR=5.20, CI95%=1.99-13.57) and inadequate ventilation (OR=3.24; CI95%=1.36-7.74). The variables associated with higher chance of laryngeal lesions in dysphonic teachers were lighting (OR=3.74; CI95%=1.15-12.14%), acoustics (OR= 4.14; CI95%=1.32-12.95) and inadequate room size (OR= 3.76; CI95%=1.29-10.91). The use of drugs (OR=0.34; CI95%=0.12-0.92), respiratory problems (OR=0.21; CI95%=0.06-0.76) and easy access to water (OR= 0.12; CI95%=0.04-0.38) were protection factors for laryngeal lesions. <strong>Conclusion:</strong> occupational environmental factors aggravated the vocal health of this professional category. Access to water in the work impacted positively.</p>
Highlights
The teaching profession is of utmost importance to society and the teaching-learning process involves creativity and innovation[1]
One hundred forty exhibited dysphonia, which corresponds to a prevalence rate of 68.9%, all of whom were invited to undergo video-assisted laryngoscopy, but only 60 appeared for the exams (42.8%)
The present findings suggest the need to investigate services offered to teachers in the public education system in different regions of Brazil and determine factors associated with vocal disorders in this occupation
Summary
The teaching profession is of utmost importance to society and the teaching-learning process involves creativity and innovation[1]. Compared to the general population, teachers are at greater risk for the development of dysphonia, which is a voice disorder due to a functional and/or organic alteration of the larynx and/or vocal tract[3] associated with hoarseness, vocal fatigue, and a burning sensation in the throat[4]. These signs and symptoms lead to a reduction in quality of life associated with psychological problems and emotional restrictions, poor professional performance, absenteeism, reductions in social activities as well as financial costs to the health and education systems[5]. In South Korean, the prevalence of voice disorders was significantly higher among individuals with vocal nodules (8.1% and 27.7%, respectively)[6]
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