Percepciones sobre la prevención y el cuidado de la voz en docentes de nivel inicial: aproximaciones desde la ciudad de Berisso
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2025
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El presente trabajo tuvo como propósito explorar el uso vocal de las docentes de nivel inicial de la ciudad de Berisso, provincia de Buenos Aires, Argentina, para lograr identificar los factores de riesgo asociados a las alteraciones vocales y proponer estrategias de prevención y cuidado. Se realiza desde la propia perspectiva de los docentes. La voz constituye una herramienta esencial en la labor docente, por lo que su uso inadecuado o en condiciones laborales desfavorables puede comprometer tanto la comunicación pedagógica como la salud del profesional.
La investigación se desarrolló con un enfoque cualitativo y exploratorio, mediante entrevistas semiestructuradas realizadas a docentes en ejercicio de diferentes instituciones públicas de la ciudad. Este método permitió acceder a las percepciones y experiencias individuales sobre las condiciones laborales, ambientales y formativas que inciden en la salud vocal.
Se observó que la mayoría trabaja con grupos numerosos, en contextos ruidosos y sin recursos tecnológicos de apoyo, lo que implica un uso intensivo y exigente de la voz. Además, se constató la limitada formación en técnica vocal durante la carrera de formación docente, la escasa capacitación profesional y la ausencia de hábitos sistemáticos de cuidado vocal, recurriendo, de esta manera a medidas caseras o paliativas frente a molestias o dolor.
Los resultados evidenciaron una tendencia a naturalizar el esfuerzo vocal como parte de la labor docente, aunque también surgieron posturas críticas que reconocieron la necesidad de modificar esta concepción e incorporar estrategias preventivas. A partir de estos hallazgos, se evidencia la necesidad de abordar pautas orientadas a la promoción de la salud vocal y de incorporar contenidos sobre técnicas y cuidados de la voz en la formación de futuros docentes. En este marco, resulta fundamental integrar el aporte fonoaudiológico dentro del ámbito educativo.
ABSTRACT The present work had the purpose of exploring the vocal use of early childhood education teachers in the city of Berisso, province of Buenos Aires, Argentina, in order to identify the risk factors associated with vocal alterations and to propose prevention and care strategies. It is carried out from the teachers’ own perspective. The voice constitutes an essential tool in teaching work, so its inadequate use or use in unfavorable working conditions may compromise both pedagogical communication and the professional’s health. The research was developed with a qualitative and exploratory approach, through semi-structured interviews conducted with in-service teachers from different public institutions in the city. This method made it possible to access individual perceptions and experiences regarding the labor, environmental, and training conditions that affect vocal health. It was observed that most of them work with large groups, in noisy contexts and without technological support resources, which implies an intensive and demanding use of the voice. In addition, limited training in vocal technique during teacher education, scarce professional training, and the absence of systematic vocal care habits were found, leading them to resort to home or palliative measures in the face of discomfort or pain. The results showed a tendency to naturalize vocal effort as part of teaching work, although critical positions also emerged that recognized the need to modify this conception and incorporate preventive strategies. Based on these findings, the need to address guidelines aimed at promoting vocal health and incorporating content on vocal techniques and care in the training of future teachers becomes evident. In this context, it is essential to integrate the speech-language pathology contribution into the educational field.
ABSTRACT The present work had the purpose of exploring the vocal use of early childhood education teachers in the city of Berisso, province of Buenos Aires, Argentina, in order to identify the risk factors associated with vocal alterations and to propose prevention and care strategies. It is carried out from the teachers’ own perspective. The voice constitutes an essential tool in teaching work, so its inadequate use or use in unfavorable working conditions may compromise both pedagogical communication and the professional’s health. The research was developed with a qualitative and exploratory approach, through semi-structured interviews conducted with in-service teachers from different public institutions in the city. This method made it possible to access individual perceptions and experiences regarding the labor, environmental, and training conditions that affect vocal health. It was observed that most of them work with large groups, in noisy contexts and without technological support resources, which implies an intensive and demanding use of the voice. In addition, limited training in vocal technique during teacher education, scarce professional training, and the absence of systematic vocal care habits were found, leading them to resort to home or palliative measures in the face of discomfort or pain. The results showed a tendency to naturalize vocal effort as part of teaching work, although critical positions also emerged that recognized the need to modify this conception and incorporate preventive strategies. Based on these findings, the need to address guidelines aimed at promoting vocal health and incorporating content on vocal techniques and care in the training of future teachers becomes evident. In this context, it is essential to integrate the speech-language pathology contribution into the educational field.
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RIESGO VOCAL, SALUD VOCAL, PREVENCIÓN, NIVEL INICIAL, FORMACIÓN DOCENTE, TÉCNICA VOCAL, CONDICIONES LABORALES, VOCAL RISK, VOCAL HEALTH, PREVENTION, EARLY CHILDHOOD EDUCATION, TEACHER TRAINING, VOCAL TECHNIQUE, WORKING CONDITIONS
