BACKGROUND: The health risks that usually affect teachers are already known; however, the predictors of health related absenteeism, presenteeism, and sick leave have not yet been fully described. OBJECTIVE: To analyze the predictors of health-related absenteeism, presenteeism, and sick leave among elementary school teachers. METHODS: This study involved a probabilistic sample of 519 Brazilian elementary school teachers. The outcomes were days of health-related absenteeism, presenteeism, and sick leave in the previous 12 months. Work-place and individual factors were the independent variables analyzed. RESULTS: Inadequate infrastructure of schools, disability, and medical consultations were positively associated with all outcomes. Teachers who reported having a chronic disease, common mental disorders, and voice disorders presented higher absenteeism and presenteeism days. Musculoskeletal pain and low job support were associated with higher presenteeism and sick leave days. Teachers who performed strength and flexibility activities presented less presenteeism, those who reported physical violence at school were more frequently absent, and teachers with depersonalization presented a higher likelihood of sick leave. CONCLUSIONS: The prevention of health-related absenteeism, presenteeism, and sick leave among elementary teachers should ensure adequate work conditions and prevention and monitoring of health risks.

The aims of the study were to assess the prevalence and analyze the associated factors of medication use among teachers. A cross-sectional study was carried out, involving 530 teachers from Londrina city, Paraná, Brazil. The dependent variable was prescribed medication use and the independent variables were sociodemographic, work-related, lifestyle, health disorders, and chronic diseases, all assessed through questionnaires. Prevalence of medication use was 59.1%. Chronic disease was associated with all medications analyzed. Variables positively associated with medication use according to health disorder type were: Cardiometabolic (Length of employment, overweight, not current tobacco use, and TV viewing); Psychological (Length of employment, common mental disorders, current tobacco use, and disability); Orthopedic (Length of employment, health insurance, overweight, musculoskeletal pain, low job support, and disability); Respiratory (TV viewing and problems related to dust or chalk powder); and Gastrointestinal (common mental disorders and physical activity [negative association]). Support for access, the appropriate use of medicines, and a reduction in medication use should consider work-related, lifestyle, and health disorders, as well as chronic diseases.

A inteligência, como fenômeno, sempre intrigou a humanidade, tornando-se alvo de muitos pesquisadores ao longo do tempo. Howard Gardner é um referencial nessa área por ter apresentado uma teoria que transcende as habilidades lógicas do pensamento como a forma mais elevada do conhecimento humano, considerando diferentes manifestações de capacidades cognitivas, não antes classificadas dessa forma. O conceito de inteligência está diretamente relacionado à nossa cultura, e pode ser demonstrado pela capacidade de resolver problemas, aprender e se expressar de forma eficiente, estabelecer relações entre os conteúdos e pensar de forma abstrata. Atualmente, ainda encontramos pessoas que integram o contexto escolar, definindo como inteligentes apenas os alunos com bom desempenho, o que demonstra que a questão da inteligência está pautada em paradigmas que precisam ser superados. Ter a teoria das Múltiplas Inteligências como base pedagógica pode conduzir o professor a encontrar novas propostas de atividades e diferentes caminhos para ensinar. O presente estudo investigou o que pensam os professores da rede municipal de Sorocaba sobre o conceito de ser inteligente. Foi possível observar que há uma tendência intrínseca em compreender a inteligência de forma mais ampla e complexa, contudo há uma carência de referencial teórico que embase uma prática pedagógica com a finalidade de desenvolver as múltiplas potencialidades dos alunos.

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