Saúde alimentar e qualidade de vida docente: uma revisão bibliográfica

Abstract

Teachers' health has received increasing attention due to the precarious conditions in which many carry out their profession. This study aims to investigate how teachers’ eating habits are related to their mental health and professional context, considering the impact of work conditions on their quality of life. This is a qualitative and exploratory research developed through a literature review based on theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD). The search yielded 69 studies, from which 8 were selected after applying inclusion and exclusion criteria. The analysis revealed a high prevalence of overweight, physical inactivity, sleep disorders, emotional eating, and psychological distress among teachers. The main factors associated with these conditions were work overload, multiple employment contracts, low wages, chronic stress, and lack of time for self-care. It was also found that, although many teachers acknowledge the importance of healthy eating, they struggle to maintain adequate dietary practices under daily pressures. Women, who represent the majority in basic education, appeared as the most vulnerable group to these health issues, especially during the COVID-19 pandemic, when professional and domestic responsibilities accumulated. The studies also identified significant use of disordered eating as a coping mechanism for stress and exhaustion, highlighting the interdependence between mental health and eating behaviors. Based on the expanded concept of health and the Human Right to Adequate Food (HRAF), this research proposes to understand teachers’ eating habits not merely as individual choices, but as outcomes of social, emotional, cultural, and labor determinants. The data show that teachers' health issues cannot be explained solely through biomedical terms, but require an intersectoral approach that recognizes working conditions as direct health determinants It is concluded that promoting teachers’ health involves ensuring decent working conditions, access to adequate food, and mental health support. This requires coordinated involvement from the health, education, and social assistance sectors. Valuing the teaching profession involves not only fair pay and training but also recognizing teachers as whole individuals — with bodies, emotions, and care needs. This study contributes to the debate on teachers’ nutritional and mental health, offering insights to support public policies aimed at promoting the well-being of this essential professional group for building a fairer and healthier society