Teacher health in the context of rural schools: what do teachers point out?

This article aims to analyze the health of teachers in rural schools in the Piedmont Identity Territory of Diamantina-Bahia, considering the transformations arising from recent educational reforms, globalization policies and working conditions. From a methodological point of view, it was configured as quantitative research, through a Survey applying a questionnaire to 268 teachers who work in rural schools in nine municipalities that make up the aforementioned Territory. Collection was carried out in 48 rural educational establishments, distributed in 36 communities. The data analysis technique is configured as statistical and descriptive analysis, through the use of SPSS version 28 software. The main results indicate that the working conditions experienced by teachers are permeated by processes of intensification and self-intensification, with an increase in new roles and responsibilities, resulting in precarious environments, favoring the illness of professionals, especially due to voice, musculoskeletal and mental health problems. This illness has contributed to increasing rates of absence from activities, however there is a significant number of teachers who continue to work while ill.