A proposal for a program of vocal well-being for educators: a study of case

Abstract

Purpose: This article proposes and analyses a program for improving the vocal health of teachers, characterized by actions that aim to adequate it to the characteristics of their professional routine, aiming to provide awareness and understanding of factors associated with the health-disease process of dysphonia. Methods: The research was conducted in a school based on Waldorf pedagogy. In the first stage of the study, 22 participants answered a questionnaire with questions related to voice and their work. In the second stage, the participants were divided into small groups of 2 to 6 persons for a series of twelve weekly meetings with duration of 1 hour each, which addressed the topics: personal experience of the problem, anatomy and physiology of the larynx, vocal hygiene, breath, articulation, resonance, vocal warm-up and vocal cool-down and review exercises. In the third stage, a new individual evaluation and an evaluation of the meetings were made. Results: The changes resulting from the intervention is supported by the statements of participants, which demonstrated that the action provided a reflection on their habits and the origins of their vocal problems, and bring the opportunity to observe the systematic use of voice for their students, recognizing the importance of voice and the experience of the effects of vocal exercises. Conclusions: The action for health promotion here proposed was successful in increasing the awareness and perception of teachers about the factors that act in a beneficial or harmful way to the voice.