PURPOSE: Identify, using elementary school teacher's reports, which conditions could affect, directly or indirectly, the vocal performance of these professionals, taking in account their work conditions. METHODS: Research conducted with eight female teachers from São Paulo city public education system that participate in a focal group during five sessions. Triggers themes like the role of the teacher at the present time, violence and the teacher’s health were used. Sessions were recorded and transcribed. Content was analyzed and organized in categories and subcategories into four main themes: voice, work, violence and the inclusion of students with disabilities. RESULTS: Teachers reported the need to speak frequently in order to: guarantee attention and results from work; elaborate behavioral and attitudinal issues; solve and negotiate daily conflicts; manage violence in classroom; control situations; calm down the students. Apart from the class itself, there is intense and continuous voice use. Screaming and loud talking were related to the need to overcome internal and external noises; the number of students; exert immediate control over an eventuality. The disorganization of the routine (constant interruptions) overloads teachers both mentally and physically. The inclusion of students with disabilities contributes to this problem. CONCLUSION: New regulation of the educational policies restructured the teacher’s labor, leading to an overload and hardening of the classroom work, undermining working conditions and interfering in your organization. Teacher is asked daily to an intense voice use to solve various situations - in addition to delivering the lesson - without possibility of resting and in adverse conditions that cause body and mind illness.
Voice; Voice disorders; Faculty; Education; Occupational health