Quantitative methods and studies of psychic disorders and job satisfaction of teachers of the prison system in the Amazon, Brazil

Objective: To analyze the level of mental suffering and the level of job satisfaction in 85% of the teachers of the state education network who work in the prison units in the city of Porto Velho, Rondonia, Amazonia, Brazil. Method: This is a cross-sectional study; and for the data collection, three structured instruments were used: the sociodemographic questionnaire; the Self-Report-Questionnaire Questionnaire (SRQ-20), and the OSI-Occupational Stress Indicator Scale, Measured by Likert Scale. Results: The results showed that 12.5% of the teachers presented minor psychic disorders, considered as indicators of evidence of mental distress. Satisfaction in the work had indexes similar to those found in the literature, presenting the highest proportion in the intermediate variables, that is, their highest frequencies are in the range of some dissatisfaction, with 32.28%; and 32.04% with some satisfaction. The highest index of dissatisfaction is in the variable that refers to salary, with 29.4%. Conclusions: From the results, it is possible to indicate a possible association between job satisfaction and mental suffering. This study will provide great reflections on the teaching practice in prison units and will contribute to the occupational health of teachers working in prison units, allowing a rethinking of public policies in education and health in the context of the prison system.

inmates of the various prison units scattered throughout Brazil. According to data collected by the federal government, 96.6% of the young people who committed an infraction did not complete the elementary school. The same data also point out that the incidence of infractions is directly related to the social deprivation of the communities in which the events occur1. Indicatives presented by the Ministry of Justice indicate that a quantitative of approximately 18% of prisoners engaged in educational activities. Although the majority of this population is structured by people with low levels of schooling, 70% did not complete elementary education and 10.5% are totally illiterate1. To minimize the data presented, an essential figure emerges in this process, the teacher. Meeting the new social and specific requirements is not an easy task, because the teaching practice already requires a lot of this professional, who in addition to the attributions peculiar to their performance, should develop and organize specific activities that contemplate the reality in which learners are inserted, in this particular case, in prison. It will need to rethink a curricular proposal capable of developing in the individual skills and abilities that allow reintegration and resocialization, but at the same time, that respects and sees it as a social agent. This new educational reality adds new responsibilities to the work of the teacher, which could generate an overload of work. According to Esteve 2 , working conditions are considered one of the main factors due to teacher maladjustment, directly affecting the physical and mental health of teachers, leading them to absenteeism and, sometimes, abandonment of the profession. Education should not eliminate the access to education by the person in jail, even if, in the process of deprivation of liberty in a prison complex. The Brazilian constitutional norm does not restrict to any citizen this widely guaranteed right, but the great agent responsible for bringing education to the prison system must be prepared for the great complexity and diversity that make up this system. According to Sartori 3 , the education professional in a teaching practice "needs to develop an articulated work in various educational dimensions, oriented to plural multiculturalism and specific school practices" and to attend to the specificities and needs of each reality requires a greater preparation and dedication of the professional involved in this process, however, the new requirements can generate an overload to this professional, who in order to produce and meet expectations needs a peculiar preparation. Educational reforms, social transformations, and pedagogical models resulting from the working conditions of teachers have generated changes in the teaching profession, stimulating the formulation of policies by the State. Until the 1960s, a large part of education workers enjoyed relative material security, job stability and social prestige. Since the 1970s, the growth of the population's demands for social protection has led to the growth of public services and public services, including education, which has generated a great deal of social responsibility among the education professionals4. The role of the teacher in this perspective extrapolates the mediation of the student's knowledge process, adding the articulation between the school, community and society, in order to guarantee the prisoner an education capable of attending to and respecting their needs and peculiarities. The profile of educator to develop an educational work in the prisons ends up adding responsibilities that can have repercussions on physical, mental health and professional performance. Research indicates that the most common problems faced by teachers in teaching are cardiovascular diseases, disorders arising from stress, labyrinthitis, pharyngitis, neuroses, fatigue, insomnia and nervous tension 5,6. Working conditions, as well as the circumstances under which teachers develop their physical, cognitive, and affective capacities to achieve educational goals may lead to over-stress or hypersolicitation of their psychophysiological functions. Souza et al. 7 present some of the main factors that link the precarious work condition of the teacher: the devaluation of work; the lack of social recognition of professional activity; low wages; the centralization of administrative and pedagogical decisions; authoritarian management; the reduction of spaces for collective discussion; triple journey; poor training; body posture; chalk powder; noise; overcrowded classes; absence of breaks; blame for the negative results. Added to this picture is the precarious infrastructure, bureaucratization and hierarchization of labor relations, the lack of material and human resources that accentuate the workload of these professionals. Faced with the current attributions to the teacher and to verify a lack of research involving teachers who develop their educational practices in prisons, it was intended with this study to investigate if the mental suffering is related to job satisfaction, and for this, a survey was carried out with teachers from the state education network who work in the prison units in the city of Porto Velho, Rondonia, Amazônia, Brazil, based on the following problems: a) What is the level of job satisfaction of these teachers? b) What is the level of mental suffering of these teachers? c) What is the possible association between the level of job satisfaction and the mental suffering of the teachers of the prisons in the city of Porto Velho? In view of the problems presented, a study was carried out involving 85% of the teachers working in prisons in teaching practice in the city of Porto Velho.

II. MATERIALS AND METHODS
A quantitative approach was used, with a type of study characterized as epidemiological, whose model is transversal, which consists of a cut in the historical flow of the event, in which the exposure is observed simultaneously 8 . Field research was structured in three stages: a) In the first stage, a questionnaire was applied to survey the sociodemographic profile of teachers. b) In the second stage, the OSI Ocucupational Stress Indicator Scale was applied to identify the level of satisfaction. c) In the third stage, the evaluation of the mental health of workers was carried out through a tool for detecting minor psychic disorders: the "Self-Report-Questionnaire (SRQ-20)".

Instruments and Procedures
For this study, the following guiding instruments were used: 1. Questionnaire with closed questions with the purpose of identifying the sociodemographic profile of the teachers who work in the prison units by identifying their training, qualification and specialization for acting and conception about the education in the prison, being constituted of three blocks of questions. 2. Application of the OSI-occupational Stress Indicator, for teachers working in prison units, Cooper's instrument, translated and validated into Portuguese by Swan, Moraes and Cooper -Portuguese version of the satisfaction scale work, available in Couto 9 , on job satisfaction.
3. An instrument for detecting minor non-psychotic psychic disorders, the Self-Report-Questionnaire . This instrument was validated by Mari & Willianas apud Borges & Argolo 10 , for use in studies of psychiatric morbidity in primary health care institutions in developing countries, coordinated by the World Health Organization. The instrument titled SRQ is derived from four existing psychiatric research tools. The original version consists of 24 items, the first 20 items for screening for nonpsychotic disorders and the last 4 items for detection of psychotic disorders. As it is an instrument that is intended for the detection of symptoms is quite suitable for the study of populations. It is a self-administered instrument containing a range of YES / NO responses. The Portuguese version adopted the first 20 items for nonpsychotic morbidity.

Study Location and Sampling Number
The research was carried out at the State School Ênio dos Santos Pinheiro, which includes a total of 20 (twenty) teachers, of which 85% participated in the study. The school is located inside the Ênio dos Santos Pinheiro prison, but provides educational services to the three prisons in the city of Porto Velho: 1. Ênio dos Santos Pinheiro Unit; 2. Panda Unit and 3. Women's Unit.

Inclusion and Exclusion Criteria
Inclusion criteria: the research counted on the participation of 17 (seventeen) teachers who work in the prisons units in the City of Porto Velho, that is, 85% of the searchable universe. Professionals who do not act in the classroom (director, supervisor, educational supervisor, psychologist, pedagogical technicians and others) were excluded from the research, as were professionals who refused to participate in the research.

Ethical Aspects
The project was forwarded and approved by the Research Ethics Committee of a Higher Education Institution (IES), in compliance with the provisions of Resolution 196 of 96/CNS/MS for the necessary procedures to carry out the research.

Data Analysis
In order to gather important data for this study, the sociodemographic questionnaire was divided into three blocks: (a) BLOCK I -Survey of the profile of the teachers acting in the prison units of the state educational system; (b) BLOCK II -Teacher qualification or specialization and (c) BLOCK III -Teachers' conceptions about the school in prison units.

Satisfaction at Work
The instrument of satisfaction with aspects of work has 22 variables. Each analysis is categorized into satisfaction with the options: I -a) huge satisfaction and b) with great satisfaction, II -Intermediate: a) some satisfaction; III -Dissatisfaction: a) huge dissatisfaction and b) a lot of dissatisfaction. Satisfaction in the work was evaluated by the sum of the results of the presented variables, being the degree of satisfaction or dissatisfaction measured by the scale, being attributed 6 for great satisfaction, 5 for many satisfactions, 4 for some satisfactions, 3 for some dissatisfactions, 2 for many dissatisfaction, 1 to huge dissatisfaction. For the tabulation of the data the Microsoft Excel 2003 program was used, the same process was carried out to associate the variables of teacher conception on the education in prison units with the satisfaction in the work and mental suffering.

From Mental Suffering
Mental distress was assessed by means of 20 variables, the response scale being composed of yes or no. The categorization was carried out by 5 factors, being approached in the factorial analysis 1 -energy reduction consisting of 6 variables: (you feel tired all the time, you get tired easily, you find difficulties to make decisions, you find it difficult to perform with satisfaction of his As for the variables of factorial analysis 3 -of depressive mood, 3 variables appear, being: (feeling nervous, tense or worried, has been feeling sad lately, has cried more than usual) . And in factor analysis 4 on depressive thoughts -it consists of 4 variables, being: (he has lost interest in things, is unable to play a useful role in his life, feels a useless person, has no idea, has no idea of to end life). Finally the organized factor (5) of other symptoms of SRQ-20, having 3 variables: (sleeps poorly, scares easily, has tremors in hands). Mental distress was assessed by the sum of the variables presented in SQR 20, considering as a cut-off point 7 or more affirmative answers of the 20 questions presented, to classify teachers as suspects of minor psychic disorder, consequently with possible mental suffering. Teachers who answered fewer than 7 affirmative questions were categorized as not suspected of mental suffering or 'no mental suffering'.

III. RESULTS AND DISCUSSIONS 3.1 Results of the sociodemographic questionnaire: From sociodemographic variables
Block I questionnaires show the predominance of the female gender, totalizing 64.70% of the respondents. The predominance of age was greater in the age group of 40 to 49 years, with 64.70% of the teachers; followed by 17.64% in the range of 50 to 59 years; 11.76% with age from 30 to 39 and 5.8% with age over 59 years. There was no teacher under the age of 29. Regarding the teaching time, it was found that 41.17% are working for more than 20 years in the profession, and with the same percentage those aged 16 to 20; 11.76%, are working between 11 to 15 years and 5.8% from 7 to 10 years. Regarding the level of education, 88.23% of the teachers have a complete upper level, 76.47% are already postgraduates at the level of specialization and 11.76% have an incomplete upper level. Of the professors who have a higher education degree, 40% have a degree in Portuguese Literature, 20% are graduates of other teaching courses and the same percentage, graduates in Mathematics and Pedagogy with 13.33%, in addition to those graduated in Geography and History with the same 6.6%. Regarding the time spent in prison units, 35.29% of the teachers who took part in the study work between 16 and 20 years; 23.52% work for more than 20 years; and with the percentage of 17.64%, those of 07 to 10 years and those of 11 to 15 of performance; with a lower percentage of those who work from 1 to 3 years with 5.8%. Of the hours of teaching activity, 82.35% have a weekly workload of 40 hours, with only 17.64% working with 26 hours a week. Of the extra teaching activities, 52.94% stated that they dedicate up to 05 hours a week; 17.64% dedicate up to 10 hours per week; 5.8% up to 15 hours per week; 5.8% up to 20 hours; 5.8% more than 30 hours per week and 11.76% did not respond to this questioning.

Teacher Training.
Block II questionnaires refer to training or specialization. The data indicated that, 76.47% of the teachers working in prison units, did not receive training for this performance and 23.52% received training; of those who received training 50% had a workload with more than 80 hours; and 50% had a workload of 21 to 40 hours. Regarding the training received 75% of the teachers did not consider enough time to base their practice; and 25% consider sufficient time to support their practice.

Teachers' Conceptions on Education in Prison Units
Block III, refers to the conceptions of the teachers researched, about the education in prison units. And it was sought to verify, what teachers think about education in prison units. believe that they do not meet the expectations of the students, and 29.41% believe that they meet the students' expectations.
When questioned if they believe that education helps in the process of re-education and resocialization of students, 100% of the teachers interviewed said yes.
Regarding the curricular adaptation 58,82% stated that they work with curricular adaptation, and 41,17% of the teachers do not work with curricular adaptation.  (5); some satisfaction (4); some dissatisfaction (3); much dissatisfaction (2) and enormous dissatisfaction (1). The data presented in Table II show that, the percentage of teachers who are with some dissatisfaction is 0.24% more than those who are with some satisfactions. While 32.28% of the teachers interviewed are with some dissatisfaction, 32.04% are with some satisfactions; 19.17% are very satisfied; 8.34% are very dissatisfied; 6.54% are extremely satisfied, and only 1.64% are extremely dissatisfied.

Of Mental Suffering
The data on mental suffering will be presented according to the classification of Iacoponi & Mari 13 , sequentially, Factor 1, energy decrease; Factor 2, somatic symptoms; Factor 3, depressive mood; Factor 4, depressive thoughts and Factor 5, other symptoms of SQR-20. Table III, composed of factor 1 -energy decrease, presents a higher frequency in the variable "Has difficulties to think clearly" with 31.25%; then, with the same percentage, the variables "You tire easily", "Difficulties to make decisions" and "Difficulties to carry out with satisfaction your daily activities" with a rate of 18.75% appear. The variables with the lowest percentage were "Feeling tired all the time" with 12.5% followed by "He has difficulties in the service (his work is painful, causes him suffering" with 6.25% of frequency. Table IV presents factors 2 and 3. In factor 2, the frequency of somatic symptom had the highest index of "Has unpleasant sensations in the stomach" and "Has poor digestion" with 25%; followed by the variables "You have a lack of appetite" and "You have frequent headaches" with a percentage of 18.75%.
In factor 3, it presents the frequency of Depressive mood, the highest frequency was the variable "Has been feeling sad lately", with 43.75%, then with 31.25% "Feeling nervous tense or worried", and with the lowest frequency was the variable "has cried more than usual, with 6.25%.  In other SQR-20 symptoms, the variables "sleep badly" with 31.25%, followed by the variable "easily frightened" with 25%, and the variable "have tremors in the hands" were not indicated by any teacher interviewed.

Frequency of teachers with mental suffering and without mental suffering.
Of the seventeen teachers interviewed, one (01) chose not to answer the questionnaire regarding mental suffering. In order to detect mental distress in the teachers who participated in the study, the following criteria were used: teachers who answered (YES) on seven or more questions were considered in this study, with mental suffering, with a percentage of 12.5% of (psychic disorders) and 87.5% without mental suffering, that is, without psychic disturbances

DISCUSSIONS 3.2.1 Sociodemographic Questionnaire
According to the data collected, the sociodemographic characteristic of the teachers studied has a predominance of the female gender, constituting 64.  24 , brings as a right relative to labor law, as one of the principles of professional valorization and as one of the necessary conditions for the improvement of the quality of education three objectives, which besides being rights, should be an obligation of an educator and among them, improve the professional competence of teachers in the various fields of their activity; encouraging teachers to participate actively in educational innovation and in improving the quality of education and teaching; acquire new skills related to the specialization required by the differentiation and modernization of the educational system. The data of the sociodemographic questionnaire point out that although the great majority of the teachers interviewed did not undergo any training or preparation to work in prison units, in addition to the exhaustive workload, most have a wide experience in educational actions in prison units. This statement does not rule out the need, much less the importance of offering training to teachers. This fact would greatly enrich their practices.

Of the Teaching Profession in Prison Units
Of the teachers who participated in the study, 76.47% answered that they felt prepared to work with students with deprivation of liberty, and 23.52% answered at times. The National Plan of Education (PNE) (Law n. 10.172 / 2001), in setting the objectives and goals for the initial and continuing training of teachers, emphasizes that it is necessary to establish programs articulated between public institutions of higher education and the secretariats of education, in order to raise the "minimum standard of quality of education through adequate preparation of teachers1. When questioned whether the educational process is important in prison units, teachers were unanimous in answering that yes 100%, demonstrating that they know the importance of education in building a new identity for the imprisoned students. Barreta 25 stresses that education is essential for the cultural, social and political development of a society and, moreover, is capable of transforming individuals into citizens who are practicing citizenship and aware of their rights and obligations. When questioned if they meet the expectations of the students, 47.05% of the teachers interviewed believe that they sometimes meet the expectations of the students; 29.41% believe that they meet the expectations of the students, and 23.52% believe that they do not meet the expectations of the students.
Regarding work with curricular adaptation, 58.82% stated that they work with curricular adaptation, and 41.17% of teachers said that they do not work with curricular adaptation. In order for an educational proposal to meet its objective, it is necessary to take into account the reality in which the student is inserted and to have a curriculum that can meet the student's real expectations. According to Silva26 a curricular proposal and a school concerned with student participation in society, it must be accompanied by clear and objective intentions of the educators, and this means a curriculum focused on human needs, that allows learning alternatives and knowledge that can intervene in the world and rebuild it. Asked if education helps in the process of re-education and resocialization of students, 100% of the teachers interviewed said yes. However, there is a need for a social conscience that respect for the prisoner's dignity and preparation for a return to society is in everyone's interest, it is not only the practice of a humanitarian gesture, society is acting against itself when it shoots the prisoner in the and leaves him. Foucalt 27 in a work entitled Watch and Punish, shows that prison work is the most adequate way for the transformation of the individual, because, at the time when the being that is arres ted, has an occupation, and in time loses its violent personality, and becoming a quieter, more docile being.

Of Mental Suffering
Of the questioned teachers, 31.25% said they "have difficulties to think clearly", while 68.75% said they do not feel this difficulty. Then, with the same percentage, the variables "You tire easily", "Difficulties to make decisions" and "Difficulties to perform your daily activities with satisfaction" with a rate of 18.75% corresponds to the opposite opinion pointed out 81.25% ://dx.doi.org/10.22161/ijaers.5.8.2  ISSN: 2349-6495(P) | 2456-1908(O) www.ijaers.com

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in each variable. The variables that had the lowest index were: "You feel tired all the time" with a percentage of 12.5% and "You have difficulties in the service, it is painful, it causes you suffering" 6.25% of the teachers interviewed.
The data presented from the study carried out with the teachers who work in prison units do not agree with the data found in national surveys on Work satisfaction and Mental Health. According to Dejours 28 contrary to what one imagines, the exploitation of suffering by the organization of work does not create specific mental illnesses, so there are no work psychoses. The greatest critics of psychiatric nosology to date have not been able to prove the existence of a mental pathology derived from work. Studies presented by Jacarandá14, presented a prevalence of 45.5% of suspected psychiatric disorders in special education teachers. In research on work and psychic disorders in teachers of the municipal network in Bahia, found DPM of 55.9% in teachers. Oliveira 21 points out that there is a higher prevalence of psychic disorders in the category of teachers compared to other categories, which contradicts the results of this study. When asked if they "had unpleasant sensations in the stomach," 25% said yes, while 75% said no. When verifying if the respondents "Has poor digestion" 25% answered yes, while 75% said no. The variables "lack of appetite" and "You have headaches often" had the same percentage, 18.75% said yes, while 81.25% said no. Gomes 29 , when performing an ergonomic study with teachers in Rio de Janeiro, found that the most identified health problems were: a feeling of intense general malaise; anxiety, tension, nervousness, irritability, depression, distress and exhaustion; sleep disturbances; digestive problems; breathing problems and voice. In a study by Cunha30 he found that the most frequent health problems among teachers are, the unpleasant sensation in the stomach, poor digestion, gastritis (30.0%) and headache (17.4%). When asked if "Has been feeling sad lately", 43.75% answered affirmatively, while 56.25% answered that they do not feel sad. He then wondered whether "Feeling nervous or upset" and 31.25% said yes, but 68.75% said no. With the lowest frequency was the variable "has cried more than usual, with 6.25% affirmative, while 93.75% responded negatively.
In studies conducted in Hong Kong in recent years, it is reported that approximately one-third of educators surveyed showed signs of stress as one of the major health problems. Some teachers presented more severe signs than others, ranging from mild symptoms of frustration, anxiety and irritability to emotional exhaustion, with severe psychosomatic and depressive symptoms31.
As for depressive thinking, in none of the interviewed teachers was there any positive occurrence. Pointing according to the table that 100% of respondents do not have depressive thoughts.
In other SQR-20 symptoms, the variables "sleep bad" with 31.25%, followed by the variable "easily frightened" with 25%, and the variable "have tremors in the hands" were not indicated by the teachers interviewed. Codo 32 in a study on the mental health of 1st and 2nd grade teachers nationwide, involving the number of 1440 schools and 30,000 teachers, found that 26% of teachers surveyed had emotional exhaustion (about 1 teacher in every four studied) . This percentage varied in some states, 17% in Minas Gerais and Ceará; 39% in Rio Grande do Sul. According to the study, the professional devaluation, low self-esteem and lack of results perceived in the work developed were determining factors for the found frame. In a study by Carvalho 33 , with teachers from the initial years in Belém, she found higher levels of suspicion of psychic symptoms (according to the instrument used: MMPI) in educational institutions where the relationship was less democratic with the direction, more democratic relations prevailed. The highest index found in this study, refers to the variable "sleeps badly", with the quantitative of with 36%. The working conditions of the teachers mobilize their physical, cognitive and affective capacities to reach educational requirements, generating over-stress or hypersolicitation of their psychophysiological functions, triggering clinical symptoms, which would explain the indexes of work withdrawal caused by mental disorders.

Satisfaction at Work
The data presented indicate that 32.28% are with some dissatisfaction, followed by some satisfactions with 32.04%. 19

The Association between Mental Health and Job Satisfaction
According to data collected in the research, 12.5% of the teachers surveyed are suffering mentally. If we add teachers who are very dissatisfied, with those who are very dissatisfied, we reach 9.98% of the teachers surveyed.
From the data collected in this study, it is possible to indicate a possible association between job satisfaction and mental suffering. Henne & Locke, 42 discuss how difficult it is to establish the association between mental health and job satisfaction, since there is no way to determine whether satisfaction produces health, whether health produces satisfaction or whether the two are the result of some other factor. Therefore, while interest in studies on the possible association between mental health and job satisfaction is growing, there is still no consensus that satisfaction engenders health. Martinez's research 12 makes it clear that, in studying the relationship between job satisfaction and worker health, despite the high statistical percentage, job satisfaction could not explain the variability of mental health aspects, because other factors not addressed in the study, could also interfere with the mental health of these workers.

IV. FINAL CONSIDERATIONS
The study of teachers' mental distress and their possible association with job satisfaction showed a predominantly female category, with a mean age of 40 to 49 years, with 41.17% being in the profession for more than 20 years. Of the teachers who participated in the study, 88.23% had a university degree and 76.47% had a postgraduate degree in education, of which 35.29% were between 16 and 20 years in prisons and 82.35% weekly load of 40 hours in the classroom. And of those surveyed, 76.47% did not receive training to work with students in deprivation of liberty. How many teachers' conceptions about education in prison units were unanimous in affirming that education helps in the process of resocialization of students, besides the great majority feel prepared to work with students in deprivation of freedom, affirming that education is of paramount importance in prisons. Thus, satisfaction at work presented a percentage similar to those found in the literature, and in specific studies Martinez 12  the salary with the percentage of 29.4%. And the highest satisfaction indexes refer to the relationship with other people in the company, with the percentage of 47.06% on the scale of many satisfactions. Concerning mental suffering, it was verified that 12.5% of the teachers studied have minor psychic disorders, considered as indicators of evidence of mental suffering, and may be directly associated to work dissatisfaction. Therefore, in the face of the paucity of national research involving teachers working in prison units, this study will provide great reflections on teaching practice in prison units, often overlooked by researchers. An awakening to the educational practices on Mental Suffering and Job Satisfaction in Prison Teachers in Porto Velho, will bring contributions to the occupational health of teachers working in prison units. It will also serve as a research source to reflect the health of the teacher, as well as to allow a rethinking of public policies in education and health in the local context.