The coronavirus pandemic and the consequent quarantine policy caused changes in the work
dynamics for several categories. In this sense, educational institutions of all levels used distance
classes to continue with their previously face-to-face activities. It was understood that the
configuration of the two learning models has different instruments, spaces and difficulties.
Therefore, the present work - in the form of a cross-sectional and descriptive study - questioned
the impact of face-to-face and remote education models on the vocal health of elementary
school teachers in the state of Pará. The answer to this question was given through a self evaluative virtual questionnaire with the target audience of the research, in which social
identification information, behavioral aspects and health parameters of teachers were collected
both in the traditional and distance methods. The sample obtained consisted of 64 forms, of
which three were excluded due to filling errors. In addition, the exclusion criteria were age
below 18 years or a participant who had not worked in the method of remote schooling. Thus,
the configuration of the sample was given by the remaining 61 teachers of self-declared gender,
with a minimum age of 18 years and working in basic education in the state of Pará; it was then
verified that 44 of the volunteers had at least one vocal complaint. The data were continuously
submitted to statistical tests – Fisher's exact test, chi square test and G test – to validate their
significance. In the end, it is concluded that, despite the change of method, the vast majority of
volunteers maintained the existence of vocal disorders. In addition, the study found limitations
– time frame, sample size, subjectivity of the vocal assessment – that marked points in which
future studies can improve in order to produce a more adequate scientific result.
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