Teachers’ Health in Basic Education: An Interpretation in the Light of Complexity and Ecoformation

The health of basic education teachers has been impacted by working conditions characterized by labor intensification, psychological distress, and the impairment of well-being. This study aimed to identify and analyze evidence regarding the health of basic education teachers and, based on the findings, discuss possibilities for promoting teacher health and well-being in the light of complex thinking and ecoformation. This is a narrative review, characterized by the synthesis and discussion of knowledge on a specific theme, with a search conducted in the SciELO database using descriptors related to health, well-being, and teaching, covering publications between 1990 and 2024. The results demonstrate vulnerabilities in the psychological and environmental dimensions of quality of life, the occurrence of burnout syndrome, exposure to intense noise, and a predisposition to vocal alterations. In the normative field, legal advances are identified alongside gaps in the effective implementation of public policies. It is concluded that complex thinking and ecoformation offer a relevant foundation for promoting teacher health by integrating psychosocial, organizational, and formative dimensions, in alignment with SDGs 3 and 4.