PHYSIOLOGICAL IMPACTS OF PEDAGOGY: INTERSECTION OF BURNOUT SYNDROME, EATING PATTERNS, AND NON-COMMUNICABLE CHRONIC DISEASES IN EDUCATORS

Burnout among educators has increasingly been recognized as a complex condition extending beyond psychological exhaustion to encompass physiological and behavioral dimensions with significant public health implications. The intersection between occupational stress, altered eating patterns, and non-communicable chronic diseases remains insufficiently integrated in the literature, particularly within educational contexts. This study aimed to analyze how burnout syndrome operates as a mediator between nutritional dysregulation and the development of chronic diseases among educators. An integrative literature review was conducted, following structured and transparent procedures, including systematic search, selection, and synthesis of studies published in the last decade. A total of 207 records were initially identified, and 29 studies met the eligibility criteria and were included in the final analysis. Data were organized into three analytical axes: neuroendocrine, behavioral, and socioeconomic.The findings demonstrate that chronic occupational stress leads to neuroendocrine dysregulation, particularly involving cortisol, which affects appetite regulation and promotes maladaptive eating behaviors. These changes, combined with unfavorable work conditions and limited access to healthy food, contribute to metabolic imbalance and increased risk of chronic diseases. The discussion highlights the existence of a self-reinforcing cycle linking stress, behavior, and illness, emphasizing the systemic nature of burnout. It is concluded that burnout should be understood as a multidimensional and physiological phenomenon, requiring integrated approaches that go beyond individual interventions. Structural changes in working conditions, along with comprehensive occupational health policies, are essential to mitigate its long-term impacts.