Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-250816-t
Marina Silva Simões, Fuad Kyrillos Neto, Maria Gláucia Pires Calzavara
ABSTRACT The manuscript proposes a critical analysis of the possibility of the psychoanalyst in the school institution. Taking advantage of Applied Psychoanalysis associated with bibliographical research and memories fragments from daily practice at school as a guiding axis, the psychoanalyst’s position in the institution is understood as that which aims at the promotion of the subject. Sites of three education systems highlighted in Brazil today are investigated. The significant performance linked to the promise of enrolling the university resulting from the use of the didactic material of each one of them is located. Lacan’s discourses theory is covered, demonstrating the capitalist, contemporary teacher and university discourses as predominant in current school. The psychoanalyst, when operating with the analyst’s discourse in his listening, allows the subject to say well, thus exercising the function of disalienists. This function is based on a distancing from the imaginary and totalizing identifications that express the education system in our country.
{"title":"EDUCATIONAL TEACHING SYSTEMS: DISCIPLINE REQUIREMENTS AND STUDENT’S PERFORMANCE FROM A PSYCHOANALYTICAL PERSPECTIVE","authors":"Marina Silva Simões, Fuad Kyrillos Neto, Maria Gláucia Pires Calzavara","doi":"10.1590/2175-35392023-250816-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-250816-t","url":null,"abstract":"ABSTRACT The manuscript proposes a critical analysis of the possibility of the psychoanalyst in the school institution. Taking advantage of Applied Psychoanalysis associated with bibliographical research and memories fragments from daily practice at school as a guiding axis, the psychoanalyst’s position in the institution is understood as that which aims at the promotion of the subject. Sites of three education systems highlighted in Brazil today are investigated. The significant performance linked to the promise of enrolling the university resulting from the use of the didactic material of each one of them is located. Lacan’s discourses theory is covered, demonstrating the capitalist, contemporary teacher and university discourses as predominant in current school. The psychoanalyst, when operating with the analyst’s discourse in his listening, allows the subject to say well, thus exercising the function of disalienists. This function is based on a distancing from the imaginary and totalizing identifications that express the education system in our country.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135260991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-244702
Mary Yoko Okamoto, Manoel Antônio dos Santos, Thassia Souza Emidio
RESUMO Este estudo teve por objetivo compreender as experiências maternas diante do fechamento das escolas, decorrente das medidas de distanciamento social impostas pelo combate à pandemia de COVID-19, e seus impactos nos vínculos familiares e na percepção da maternagem. Participaram da pesquisa 20 mulheres de camadas sociais médias, com idades entre 29 e 45 anos, que acompanharam seus filhos nas atividades escolares desenvolvidas em casa nesse período. Foram realizadas entrevistas individuais semiestruturadas por meio remoto. Os resultados encontrados apontaram que a pandemia resultou em mudanças significativas nos vínculos familiares. A transposição para aulas remotas acarretou um acúmulo de atividades assumidas pelas mães no contexto doméstico, resultando em sobrecarga e exigindo uma dedicação extra à educação dos filhos. Além disso, as participantes mostraram-se reflexivas sobre a vinculação com seus filhos e os valores relativos à educação. Evidenciou-se a sobrecarga vivida pelas mulheres, com possíveis repercussões na saúde mental e no bem-estar de suas famílias.
{"title":"FECHAMENTO DAS ESCOLAS DURANTE A PANDEMIA DE COVID-19: EXPERIÊNCIAS MATERNAS COM FILHOS EM IDADE ESCOLAR","authors":"Mary Yoko Okamoto, Manoel Antônio dos Santos, Thassia Souza Emidio","doi":"10.1590/2175-35392023-244702","DOIUrl":"https://doi.org/10.1590/2175-35392023-244702","url":null,"abstract":"RESUMO Este estudo teve por objetivo compreender as experiências maternas diante do fechamento das escolas, decorrente das medidas de distanciamento social impostas pelo combate à pandemia de COVID-19, e seus impactos nos vínculos familiares e na percepção da maternagem. Participaram da pesquisa 20 mulheres de camadas sociais médias, com idades entre 29 e 45 anos, que acompanharam seus filhos nas atividades escolares desenvolvidas em casa nesse período. Foram realizadas entrevistas individuais semiestruturadas por meio remoto. Os resultados encontrados apontaram que a pandemia resultou em mudanças significativas nos vínculos familiares. A transposição para aulas remotas acarretou um acúmulo de atividades assumidas pelas mães no contexto doméstico, resultando em sobrecarga e exigindo uma dedicação extra à educação dos filhos. Além disso, as participantes mostraram-se reflexivas sobre a vinculação com seus filhos e os valores relativos à educação. Evidenciou-se a sobrecarga vivida pelas mulheres, com possíveis repercussões na saúde mental e no bem-estar de suas famílias.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135262450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-235165-t
Maira Cazeto Lopes de Souza, Fábio Peron Carballo, S. Lucca
ABSTRACT Burnout Syndrome is a disorder resulting from chronic stress at work. It affects workers from different areas, including teachers. This is a systematic review study with the objective of verifying the association between psychosocial factors at work (PFW) and burnout in elementary education teachers. Articles from the PubMed, Scielo and Capes Journals databases, published between 2014 and 2018, that used the Maslach Burnout Inventory in the burnout evaluation were analyzed. The results showed a variable prevalence of burnout among teachers. In addition to infrastructure problems, high work demands, lack of autonomy, poor quality of relationships, and physical and psychological violence experienced in schools were the main risk factors for burnout. It is recommendable that we consider the psychosocial and organizational factors of work in the prevention actions of Burnout Syndrome.
{"title":"PSYCHOSOCIAL FACTORS AND BURNOUT SYNDROME AMONG TEACHERS IN ELEMENTARY EDUCATION","authors":"Maira Cazeto Lopes de Souza, Fábio Peron Carballo, S. Lucca","doi":"10.1590/2175-35392023-235165-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-235165-t","url":null,"abstract":"ABSTRACT Burnout Syndrome is a disorder resulting from chronic stress at work. It affects workers from different areas, including teachers. This is a systematic review study with the objective of verifying the association between psychosocial factors at work (PFW) and burnout in elementary education teachers. Articles from the PubMed, Scielo and Capes Journals databases, published between 2014 and 2018, that used the Maslach Burnout Inventory in the burnout evaluation were analyzed. The results showed a variable prevalence of burnout among teachers. In addition to infrastructure problems, high work demands, lack of autonomy, poor quality of relationships, and physical and psychological violence experienced in schools were the main risk factors for burnout. It is recommendable that we consider the psychosocial and organizational factors of work in the prevention actions of Burnout Syndrome.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67271514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-248475-t
Wallisten Passos Garcia, Miriam Aparecida Graciano de Souza Pan
ABSTRACT This study aims to develop the concept of academic perezhivanie, based on Vygotsky’s concept of perejivânie (perezhivanie), as understood in the works that belong to the final phase of his life (Vygotski, 1934/2018a; Vygotski, 1934/2006a). In understanding perezhivanie as a dynamic unit of consciousness, we find an important conceptual key to understand the psychological university students’ development. We showed that the relation between students and training practices in Higher Education produces academic perezhivanie that mobilize awareness and guide the senses about what it means to be a student and professional in a given area, resulting in transformations that generate new ways of thinking, feelings in university students and positions towards academic life. In this way, the concept of academic perezhivanie constitutes an important tool for the analysis of academic success and failure processes, the quality of training practices and assistance policies and student permanence, as it constitutes a qualitative indicator of university life.
{"title":"ACADEMIC PEREZHIVANIE, UNIVERSITY EDUCATION, HUMAN DEVELOPMENT: VYGOTSKY’S CONTRIBUTIONS TO HIGHER EDUCATION","authors":"Wallisten Passos Garcia, Miriam Aparecida Graciano de Souza Pan","doi":"10.1590/2175-35392023-248475-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-248475-t","url":null,"abstract":"ABSTRACT This study aims to develop the concept of academic perezhivanie, based on Vygotsky’s concept of perejivânie (perezhivanie), as understood in the works that belong to the final phase of his life (Vygotski, 1934/2018a; Vygotski, 1934/2006a). In understanding perezhivanie as a dynamic unit of consciousness, we find an important conceptual key to understand the psychological university students’ development. We showed that the relation between students and training practices in Higher Education produces academic perezhivanie that mobilize awareness and guide the senses about what it means to be a student and professional in a given area, resulting in transformations that generate new ways of thinking, feelings in university students and positions towards academic life. In this way, the concept of academic perezhivanie constitutes an important tool for the analysis of academic success and failure processes, the quality of training practices and assistance policies and student permanence, as it constitutes a qualitative indicator of university life.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135101399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-248475
Wallisten Passos Garcia, Miriam Aparecida Graciano de Souza Pan
RESUMO Este estudo tem como objetivo desenvolver o conceito de vivência acadêmica, fundamentado no conceito de perejivânie (vivência) de Vigotski, como compreendido nas obras que pertencem à fase final de sua vida (Vigotski, 1934/2018a; Vygotski, 1934/2006a). No entendimento da vivência como unidade dinâmica da consciência, encontramos uma chave conceitual importante para a compreensão do desenvolvimento psicológico dos universitários. Evidenciamos que a relação dos estudantes com as práticas formativas no Ensino Superior produz vivências acadêmicas que mobilizam a consciência e orientam os sentidos sobre o que é ser estudante e profissional de uma determinada área, resultando em transformações que geram nos universitários novas formas de pensamento, sentimentos e posicionamentos diante da vida acadêmica. Desse modo, o conceito de vivência acadêmica constitui-se em uma importante ferramenta para a análise dos processos de sucesso e fracasso acadêmico, da qualidade das práticas formativas e das políticas de assistência e permanência estudantil por constituir-se como um indicador qualitativo da vida universitária.
{"title":"VIVÊNCIA ACADÊMICA, FORMAÇÃO UNIVERSITÁRIA, DESENVOLVIMENTO HUMANO: CONTRIBUIÇÕES DE VIGOTSKI AO ENSINO SUPERIOR","authors":"Wallisten Passos Garcia, Miriam Aparecida Graciano de Souza Pan","doi":"10.1590/2175-35392023-248475","DOIUrl":"https://doi.org/10.1590/2175-35392023-248475","url":null,"abstract":"RESUMO Este estudo tem como objetivo desenvolver o conceito de vivência acadêmica, fundamentado no conceito de perejivânie (vivência) de Vigotski, como compreendido nas obras que pertencem à fase final de sua vida (Vigotski, 1934/2018a; Vygotski, 1934/2006a). No entendimento da vivência como unidade dinâmica da consciência, encontramos uma chave conceitual importante para a compreensão do desenvolvimento psicológico dos universitários. Evidenciamos que a relação dos estudantes com as práticas formativas no Ensino Superior produz vivências acadêmicas que mobilizam a consciência e orientam os sentidos sobre o que é ser estudante e profissional de uma determinada área, resultando em transformações que geram nos universitários novas formas de pensamento, sentimentos e posicionamentos diante da vida acadêmica. Desse modo, o conceito de vivência acadêmica constitui-se em uma importante ferramenta para a análise dos processos de sucesso e fracasso acadêmico, da qualidade das práticas formativas e das políticas de assistência e permanência estudantil por constituir-se como um indicador qualitativo da vida universitária.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135102356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-242143-t
Diana Dias, Raquel Barroso
ABSTRACT Parental involvement at school is a construct that encompasses different behaviours and attitudes. Being multidimensional, it involves all the parental practices developed by the family, from study habits and communication with the school to initiatives aimed at the child's success at school. This study aims to analyse not only parents' perceptions of their own involvement with their children's school, but also their children's perceptions of their involvement with their school. It also explores the comparison between parents' and children's perceptions of perceived parental involvement. A total of 526 families took part in this study and the data was collected using the Parental Involvement Questionnaire. Both parents and children perceived a high level of parental involvement with the school, but there were significant differences between their perceptions. These results make it possible to reflect on the trends, challenges and implications of this concept, presenting the implications for practice and research.
{"title":"PARENTAL INVOLVEMENT IN SCHOOL: PARENTS’ AND STUDENTS’ PERCEPTIONS","authors":"Diana Dias, Raquel Barroso","doi":"10.1590/2175-35392023-242143-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-242143-t","url":null,"abstract":"ABSTRACT Parental involvement at school is a construct that encompasses different behaviours and attitudes. Being multidimensional, it involves all the parental practices developed by the family, from study habits and communication with the school to initiatives aimed at the child's success at school. This study aims to analyse not only parents' perceptions of their own involvement with their children's school, but also their children's perceptions of their involvement with their school. It also explores the comparison between parents' and children's perceptions of perceived parental involvement. A total of 526 families took part in this study and the data was collected using the Parental Involvement Questionnaire. Both parents and children perceived a high level of parental involvement with the school, but there were significant differences between their perceptions. These results make it possible to reflect on the trends, challenges and implications of this concept, presenting the implications for practice and research.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135605062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-238700-t
Paula Orchiucci Miura, Ana Caroline dos Santos Silva, Estefane Firmino de Oliveira Lima, Ellen Borges Tenorio Galdino, Kedma Augusto Martiniano Santos, Suzy Kamylla de Oliveira Menezes, Gline Cavalcante Costa
ABSTRACT This article aimed to understand the school life experiences of pregnant adolescents. This is a qualitative and descriptive research. Participated in the study 14 pregnant adolescents between 15 and 19 years of age who were undergoing prenatal care in the public network of the municipality. A semi-structured interview was conducted with each participant about their school life history. Data analysis made it possible to create two categories: “pregnant adolescents who stopped studying” and “pregnant adolescents who continued studying”. A total of 14 adolescents were interviewed, 10 stopped studying, and four continued studying. The importance of family and school support was observed so that the adolescents could continue their studies. Adolescents sought a welcoming environment at school for their emotional needs, but not all of them had the opportunity to experience it. Support to the school community is essential for it to be able to offer the necessary support to its students.
{"title":"PREGNANCY IN ADOLESCENCE AND EXPERIENCES OF SCHOOL LIFE","authors":"Paula Orchiucci Miura, Ana Caroline dos Santos Silva, Estefane Firmino de Oliveira Lima, Ellen Borges Tenorio Galdino, Kedma Augusto Martiniano Santos, Suzy Kamylla de Oliveira Menezes, Gline Cavalcante Costa","doi":"10.1590/2175-35392023-238700-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-238700-t","url":null,"abstract":"ABSTRACT This article aimed to understand the school life experiences of pregnant adolescents. This is a qualitative and descriptive research. Participated in the study 14 pregnant adolescents between 15 and 19 years of age who were undergoing prenatal care in the public network of the municipality. A semi-structured interview was conducted with each participant about their school life history. Data analysis made it possible to create two categories: “pregnant adolescents who stopped studying” and “pregnant adolescents who continued studying”. A total of 14 adolescents were interviewed, 10 stopped studying, and four continued studying. The importance of family and school support was observed so that the adolescents could continue their studies. Adolescents sought a welcoming environment at school for their emotional needs, but not all of them had the opportunity to experience it. Support to the school community is essential for it to be able to offer the necessary support to its students.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135702399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-238700
Paula Orchiucci Miura, Ana Caroline dos Santos Silva, Estefane Firmino de Oliveira Lima, Ellen Borges Tenorio Galdino, Kedma Augusto Martiniano Santos, Suzy Kamylla de Oliveira Menezes, Gline Cavalcante Costa
RESUMO Este artigo teve como objetivo geral compreender as experiências de vida escolar de adolescentes grávidas. Trata-se de uma pesquisa qualitativa e descritiva. Participaram do estudo 14 adolescentes grávidas entre 15 e 19 anos de idade que estavam realizando pré-natal na rede pública do município. Foi realizada uma entrevista semiestruturada com cada participante sobre a história de vida escolar. A análise de dados possibilitou a elaboração de duas categorias: “adolescentes grávidas que pararam de estudar” e “adolescentes grávidas que continuaram estudando”. Das 14 adolescentes entrevistadas, 10 pararam de estudar e quatro continuaram estudando. Observou-se a importância do suporte familiar e escolar para que as adolescentes pudessem continuar seus estudos. As adolescentes buscavam na escola um ambiente acolhedor para suas necessidades emocionais, mas nem todas tiveram a possibilidade de vivenciá-lo. O suporte à comunidade escolar é fundamental para que ela consiga oferecer o amparo necessário para seus alunos.
{"title":"GRAVIDEZ NA ADOLESCÊNCIA E AS EXPERIÊNCIAS DA VIDA ESCOLAR","authors":"Paula Orchiucci Miura, Ana Caroline dos Santos Silva, Estefane Firmino de Oliveira Lima, Ellen Borges Tenorio Galdino, Kedma Augusto Martiniano Santos, Suzy Kamylla de Oliveira Menezes, Gline Cavalcante Costa","doi":"10.1590/2175-35392023-238700","DOIUrl":"https://doi.org/10.1590/2175-35392023-238700","url":null,"abstract":"RESUMO Este artigo teve como objetivo geral compreender as experiências de vida escolar de adolescentes grávidas. Trata-se de uma pesquisa qualitativa e descritiva. Participaram do estudo 14 adolescentes grávidas entre 15 e 19 anos de idade que estavam realizando pré-natal na rede pública do município. Foi realizada uma entrevista semiestruturada com cada participante sobre a história de vida escolar. A análise de dados possibilitou a elaboração de duas categorias: “adolescentes grávidas que pararam de estudar” e “adolescentes grávidas que continuaram estudando”. Das 14 adolescentes entrevistadas, 10 pararam de estudar e quatro continuaram estudando. Observou-se a importância do suporte familiar e escolar para que as adolescentes pudessem continuar seus estudos. As adolescentes buscavam na escola um ambiente acolhedor para suas necessidades emocionais, mas nem todas tiveram a possibilidade de vivenciá-lo. O suporte à comunidade escolar é fundamental para que ela consiga oferecer o amparo necessário para seus alunos.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135702379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-244702-t
Mary Yoko Okamoto, Manoel Antônio dos Santos, Thassia Souza Emidio
ABSTRACT This study aimed to understand mothers’ experiences of school closures due to social distancing measures imposed to combat the COVID-19 pandemic and its impacts on family ties and the perception of motherhood. Twenty middle-class women aged between 29 and 45 who accompanied their children to school activities at home during this period took part in the study. Individual semi-structured interviews were carried out remotely. The results showed that the pandemic has resulted in significant changes in family ties. The transition to remote classes has led to an accumulation of activities undertaken by mothers in the domestic context, resulting in overload and requiring extra dedication to their children’s education. In addition, the participants were reflective about the bond with their children and the values related to education. The overload experienced by the women was highlighted, with potential repercussions on the mental health and well-being of their families.
{"title":"SCHOOL CLOSURES DURING THE COVID-19 PANDEMIC: MATERNAL EXPERIENCES WITH SCHOOL-AGE CHILDREN","authors":"Mary Yoko Okamoto, Manoel Antônio dos Santos, Thassia Souza Emidio","doi":"10.1590/2175-35392023-244702-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-244702-t","url":null,"abstract":"ABSTRACT This study aimed to understand mothers’ experiences of school closures due to social distancing measures imposed to combat the COVID-19 pandemic and its impacts on family ties and the perception of motherhood. Twenty middle-class women aged between 29 and 45 who accompanied their children to school activities at home during this period took part in the study. Individual semi-structured interviews were carried out remotely. The results showed that the pandemic has resulted in significant changes in family ties. The transition to remote classes has led to an accumulation of activities undertaken by mothers in the domestic context, resulting in overload and requiring extra dedication to their children’s education. In addition, the participants were reflective about the bond with their children and the values related to education. The overload experienced by the women was highlighted, with potential repercussions on the mental health and well-being of their families.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135260802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/2175-35392023-241847
Emanoela Moreira Maciel, Selena Teixeira
RESUMO Esta pesquisa buscou analisar intervenções de professores do Ensino Médio integrado ao perceberem o comportamento suicida em alunos. Para tanto, desenvolveu-se uma pesquisa de campo, de abordagem qualitativa e natureza aplicada com 12 professores efetivos de uma instituição federal de ensino. Os dados foram coletados por formulário eletrônico (Google Forms) e analisados por meio da análise de conteúdo. Os achados revelaram que os docentes têm uma visão superficial acerca do suicídio e dificuldades em manejar o comportamento suicida de seus alunos e, quando o fazem, tomam como base valores e experiências pessoais; hesitação e insegurança marcam as condutas dos docentes. O estudo realça a necessidade de a escola se tornar um espaço de diálogo e formação docente acerca do comportamento suicida.
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