SÍNDROME DE BURNOUT EM DOCENTES DO ENSINO SUPERIOR E SEUS IMPACTOS ADMINISTRATIVOS: UMA REVISÃO DE LITERATURA SOB A PERSPECTIVA DA PSICODINÂMICA DO TRABALHO

Abstract

The present study aims to analyze, from the perspective of Work Psychodynamics, how the psychodynamic factors of teaching work are related to the development of Burnout Syndrome and its administrative impacts in higher education. The methodology consists of a systematic literature review of a qualitative, descriptive, and bibliographic nature, organized in accordance with the PRISMA method for study selection. The data were analyzed using thematic categories: characterization of Burnout Syndrome among higher education faculty; psychodynamic factors of teaching work; and administrative impacts of the syndrome. The results show that, from the perspective of Work Psychodynamics, burnout is associated with work overload, pressure for productivity, and a lack of professional recognition. In addition, factors such as the discrepancy between prescribed and actual work, organizational conflicts, and fragility in socio-professional relationships contribute to teachers’ psychological distress. It is also observed that the impacts of burnout affect the institutional context, resulting in absenteeism, reduced productivity, and detrimental effects on the quality of teaching. As a contribution, the study highlights the need for management practices that promote teacher appreciation, mental health, and better working conditions in higher education.