PEDAGOGICAL PRACTICE AND PSYCHOSOCIAL RISKS: CONTEMPORARY CHALLENGES, ASSESSMENT BY COPSOQ II AND IMPACTS ON MENTAL HEALTH

Abstract

Psychosocial risks in the workplace have gained prominence in occupational health and safety discussions, particularly amid organizational and technological transformations affecting contemporary labor environments. In the educational context, these risks are highly relevant due to intense cognitive, emotional, and organizational demands placed on educators. This quantitative, descriptive, and cross-sectional study aims to discuss the theoretical foundations of psychosocial risks, key explanatory models for work-related illness, and methodological challenges in their identification. It references the application of the Copenhagen Psychosocial Questionnaire (COPSOQ II – short version) to a group of 50 teachers from a state technical school. Results revealed high exposure to: Quantitative demands (78), Work pace (82), Emotional demands (75), Stress (76), Burnout syndrome (71). Conversely, protective factors included high work meaning (88) and strong social support among colleagues (70). The findings underscore a significant scenario of work-related mental illness. The study concludes that educators face elevated psychosocial risks, necessitating preventive and organizational measures aligned with **Brazil’s Regulatory Norm No. 1 (NR-1) and Occupational Risk Management frameworks.