Histories that make sense: the determination of teacher’s vocal alterations

Abstract

Attending district teachers who show vocal alterations, I note that there are diverse factors shaping and operating such alterations. Such evidence made me develop this very investigation, which has the objective to study the diverse manners in which a teacher in São Paulo’s school system itemizes the work conditions. So these might act as built-in components of its voice symptom. As a system, we use life stories to learn the meaning of voice alteration for every teacher. Based on the analysis of deposition, the following aspects were considered: the idealization of the teacher’s role, the conditions of the schools, the quest for therapy treatment and the functional readaptation. Finally, I suggest that any health professional who take in as a guest the teacher, face the vocal alterations as a suffering, starting with the idea of worning out, not in a reduced concept of environmental and biological conditions, but takes into account the subjective dimension of the daily confrontations.