<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1414-4077</journal-id>
<journal-title><![CDATA[Avaliação: Revista da Avaliação da Educação Superior (Campinas)]]></journal-title>
<abbrev-journal-title><![CDATA[Avaliação (Campinas)]]></abbrev-journal-title>
<issn>1414-4077</issn>
<publisher>
<publisher-name><![CDATA[Publicação da Rede de Avaliação Institucional da Educação Superior (RAIES), da Universidade Estadual de Campinas (UNICAMP) e da Universidade de Sorocaba (UNISO)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1414-40772021000200483</article-id>
<article-id pub-id-type="doi">10.1590/s1414-40772021000200008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Síndrome de Burn-out: um olhar para o esgotamento profissional do docente universitário]]></article-title>
<article-title xml:lang="en"><![CDATA[Burn-out Syndrome: A look into the professor&#8217;s professional exhaustion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Elizabete Cazzolato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pezuk]]></surname>
<given-names><![CDATA[Julia Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Anhanguera de São Paulo Programa de Pós-graduação em Ciências e Saúde ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Anhanguera de São Paulo Programa de Pós-graduação em Ciências e Saúde ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>483</fpage>
<lpage>502</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1414-40772021000200483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1414-40772021000200483&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1414-40772021000200483&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[As dimensões do estresse no trabalho repercutem sobre a saúde dos indivíduos podendo causar distúrbios que impactam na qualidade de vida e/ou produtividade. As disfunções emocionais possuem traços comuns que permitem estudar as variáveis que compõem a Síndrome de Burn-out. Esse estudo procurou compreender esse tema no universo da docência de ensino superior a partir da produção científica dos últimos cinco anos. Os resultados evidenciaram a preocupação com o adoecimento silencioso do docente, buscando o entendimento clínico das repercussões do estresse a partir da aplicação de testes validados e da identificação dos potenciais causadores do desequilíbrio emocional que acomete a qualidade de vida a partir das atividades laborais. Na tentativa de compreender a vulnerabilidade, houve destaque para recomendações preventivas em grupos com maior propensão ao Burn-out, citando, dentre esses, as docentes com idades extremas ou do sexo feminino. Os influenciadores externos (relacionados ao ambiente acadêmico, cultura organizacional e alta demanda de trabalho com tarefas diversificadas), bem como as propensões pessoais (como enfermidades psicológicas prévias, resiliência e espiritualidade) são abordados como aspectos importantes para o enfrentamento, e como propostas de intervenção. A contextualização da Síndrome de Burn-out em docentes universitários abarca campos de ordem pessoal, filosófica, psicológica, cultural e organizacional. Assim, é possível concluir que as propostas de intervenção e controle ainda são subjetivas, o que é influenciado pelo fato de que a Síndrome ainda não é reconhecida como uma doença, e de que a maioria das pesquisas busca entender as proporções e características dessa condição.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The emotional aspects related to work stress have consequences on individual&#8217;s health and may impact on the quality of life and/or productivity. Emotional dysfunctions have common features that allow the study of variables associates to Burn-out Syndrome. This study sought to understand this theme on higher education teaching using the scientific production of the last five years. The results evidenced the concern with the professor's silent sickness, seeking the clinical understanding of stress&#8217;s repercussions from the application of validated tests and the identification of the potential causes of the emotional imbalance that affects the quality of life from the work activities. To understand the vulnerability, there was a highlight for preventive recommendations in groups with a greater propensity for Burn-out, mentioning, among those, professors with extreme ages or females. External influencers (related to the academic environment, organizational culture, and high demand of work with diverse tasks), as well as personal propensities (such as previous psychological illnesses, resilience, and spirituality), were addressed as important aspects for coping and as intervention proposals. It is showed that Burn-out Syndrome in university professors encompasses fields of a personal, philosophical, psychological, cultural, and organizational order. Thus, it is possible to conclude that the proposals for intervention and control are still subjective, which is influenced by the fact that the Syndrome is not yet recognized as a disease, and that most research seeks to understand the proportions and characteristics of this condition.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Occupational Stress]]></kwd>
<kwd lng="en"><![CDATA[Psychological burnout]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Mental health]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="pt"><![CDATA[Estresse ocupacional]]></kwd>
<kwd lng="pt"><![CDATA[Esgotamento psicológico]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
</kwd-group>
</article-meta>
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