THE INVISIBLE BURDEN ON TEACHERS: CONSTANT CHANGES, LACK OF PLANNING, AND WEAK SCHOOL-FAMILY COMMUNICATION

Abstract

The Brazilian school routine presents a scenario of accumulated pressures on teachers, characterized by continuous changes in guidelines, the absence of consistent institutional planning, and recurrent failures in communication with families. The choice of the topic is justified by the urgency of recognizing little visible dimensions of teaching work that compromise the health of professionals and the quality of the education offered. This study analyzes the invisible overload of the teacher based on the articulation between administrative instability, fragility in pedagogical planning, and difficulties of interlocution with the students' families. The methodology adopts a qualitative approach, of an exploratory nature, based on bibliographic research in recent scientific and technical productions published in national journals and academic repositories. The results indicate that teaching overload is associated with occupational illness, the weakening of institutional bonds, and the loss of quality in the relationship with families. The findings reveal that burnout, anxiety, and depression appear as recurrent consequences of the structural conditions identified. The conclusions recognize the need for educational policies that value planning time, stability of guidelines, and the structuring of dialogue channels between school and family, reducing teaching suffering and strengthening the school environment as a place of learning, care, and shared institutional responsibility.