Associação da atividade física, qualidade de vida e burnout em professores: Uma revisão sistemática
Agências Suporte
- As autoras e o autor deste estudo declaram que não receberam financiamento externo para a realização desta pesquisa.
Resumo
Introdução: Os professores apresentam um elevado risco de desgaste emocional e burnout, devido à acumulação de exigências pedagógicas, administrativas e relacionais, que comprometem a sua saúde e a qualidade do ensino. A atividade física (AF) regular poderá ter um papel benéfico na atenuação dos sintomas de burnout e na melhoria da qualidade de vida (QdV). Assim sendo, esta revisão sistemática teve como objetivo sintetizar a evidência existente sobre as associações da prática de AF com a QdV e o burnout, em professores do 2.º e 3.º ciclos do ensino básico e do ensino secundário. Métodos: Revisão sistemática efetuada segundo as normas PRISMA. Uma pesquisa de artigos com revisão de pares publicados até abril de 2025 em Inglês, Português e Espanhol foi realizada em 6 bases de dados (PubMed, SPORTDiscus, PsycINFO, ERIC, SCOPUS e Web of Science) e complementada com pesquisa manual em revistas especializadas. Seguindo o modelo PICOS, para serem incluídos, os estudos tinham de analisar a associação entre a prática de AF (I) e a QdV ou burnout (O) em professores dos 2º e 3º ciclos do ensino básico e secundário (P), através de desenhos de estudo experimentais ou observacionais (S). A qualidade metodológica dos estudos foi avaliada com uma versão adaptada da EPHPP Quality Assessment Tool for Quantitative studies. Os resultados foram sintetizados de forma narrativa e via quantificação das associações por outcome quanto à sua presença e direção. Resultados: Foram incluídos 24 estudos (19 transversais, e 5 de intervenção), envolvendo 7.568 participantes. A AF parece estar associada a menores níveis de burnout, sobretudo a menor exaustão emocional (9 em 12 estudos) e maior realização profissional (7 em 11 estudos), e a melhor QdV física (6 em 8 estudos). Os resultados foram inconsistentes para a dimensão de despersonalização do burnout e para a componente mental da QdV. As restantes dimensões da QdV permanecem pouco estudadas. Alguns estudos sugerem também diferenças nos padrões de associação para diferentes domínios de AF, tipos de modalidade ou sexos, mas requerem mais investigação. Conclusões: Esta revisão sugere a existência de uma associação positiva entre a prática de AF regular e a QdV, realização pessoal e menor exaustão emocional em professores. Contudo, a maior parte da evidência deriva de estudos transversais, que não permitem inferir causalidade, com amostras pequenas e elevada variabilidade ao nível das características da AF. São necessários estudos longitudinais e de intervenção robustos para confirmar estas associações e clarificar o papel da AF na prevenção do burnout e QdV docente.
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