DSpace Coleção:https://repositorio.ufba.br/handle/ri/56562024-03-29T09:03:05Z2024-03-29T09:03:05ZSemiose e espaço de vida: uma análise da situação de sofrimento psíquico em estudantes universitáriosFreire, Klessyo do Espirito Santohttps://repositorio.ufba.br/handle/ri/388902024-01-18T14:13:25Z2023-11-06T00:00:00ZTítulo: Semiose e espaço de vida: uma análise da situação de sofrimento psíquico em estudantes universitários
Autor(es): Freire, Klessyo do Espirito Santo
Primeiro Orientador: Marsico, Giuseppina
Abstract: The literature considers higher education a critical period of developmental transition for students, in which a series of psychological processes are redefined, altering their perception of themselves and the world around them. Taking this into account, various studies carried out around the world have found a high prevalence of psychopathological disorders in this group, sometimes even higher than in the general population. However, a pattern has been observed in the methodological profile of these studies based on a quantitative and correlation perspective. In addition, they adopted a Cartesian, linear, static paradigm of cause and effect in understanding psychological suffering, attributing either social aspects or individual problems to explain this phenomenon. With this in mind, this study adopted Semiotic Cultural Psychology as its theoretical framework, in dialogue with the Kurt Lewin's Field Theory, and Husserl's phenomenological perspective of first-person knowledge, in order to build a model for understanding psychological suffering. In this model, psychological suffering is a particular type of semiosis in which superordinate meanings (a concept used from the Two-stage semiotic model) favor the emergence of hyper-generalized affective-semiotic fields that affect the relationship between the individual and the world, pointing to difficulty in managing psychological boundaries in the individual's living space. This study aimed to understand semiosis and living space in university students experiencing psychological distress, using the cultural semiotic model for understanding psychological distress. The research design used an idiographic and phenomenological perspective. The methodology was inspired by case studies, in which three semi-structured interviews were carried out with three students who had been assisted in a psychological foster care project.The results showed that the psychological suffering was mainly related to hypergeneralized affective-semiotic fields related to the identity of the participants. These issues were catalyzed by significant aspects of the university, which negotiated specific meanings related to their life stories in the process of semiosis. In this sense, it was considered that the growing competition to enter university in the last 20 years, the difficulties inherent in human relationships in the university context, and the various prejudices present in society play an active role in the process of constructing meaning-related to psychological distress. Another point highlighted was the possibility that the biomedical paradigm, popularized in society and the discourse that the university produces illness can favor interpretations in which malaise is associated with psychopathologies, crystallizing specific meanings about oneself and the world. Finally, the study concludes with the applications of Semiotic Cultural Psychology through the model proposed herein, Clinical Psychology and Psychopathology. It also discusses the importance of expanding psychological care for university students in Brazil, especially in public universities. The need to rethink productivism and management through business models in higher education institutions was also highlighted.
Editora / Evento / Instituição: Universidade Federal da Bahia
Tipo: Tese2023-11-06T00:00:00ZCompetências e estratégias da atuação do psicólogo nas escolas no contexto da educação inclusiva em MoçambiqueMuthambe, Adilson Valdanohttps://repositorio.ufba.br/handle/ri/358842022-08-20T05:04:08Z2022-08-03T00:00:00ZTítulo: Competências e estratégias da atuação do psicólogo nas escolas no contexto da educação inclusiva em Moçambique
Autor(es): Muthambe, Adilson Valdano
Primeiro Orientador: Marsico, Giuseppina
Abstract: This study aimed to analyze the skills and strategies of psychologists in schools in the context of inclusive education in Mozambique. In terms of methodological orientation, the research was a qualitative one and followed the interpretivist paradigm. Regarding the data collection, 14 participants were interviewed, being 5 psychologists, 6 teachers and 3 educational managers. Data production followed the guidelines of the content analysis technique. The results were discussed and structured in four complementary articles. In the first article, the data indicated that the implementation of educational policies remains undefined and vulnerable social groups especially in remote areas do not benefit from some interventions. Civil society organizations contribute to the insertion of psychologists in schools through social projects. In the second article, the results revealed that psychologists defined disability based on the kind of injuries and social structure. The participant highlighted fundamental skills to work in schools: investigative, planning, evaluative, communicative or relational, interventional and administrative. However, they highlighted challenges such as the lack of resources to carry out an internship in psychology, the mismatch between the competencies defined by psychology courses and school demands, the emphasis on theoretical approaches in detriment of practical activities and the absence of the National Council of Psychology in the country. In the third article, the results showed that the psychologist in the multidisciplinary team plays the role of mediator. She/he plans and coordinates the activities of other professionals, designs the preventive intervention program, monitors the work with families, serves as a bridge in the relationships between school, family, community and prepares the general activity report. Finally, the results in the fourth article point out that among the factors that favor the performance of the psychologist there are acceptance of ideas by the school board and collaborative actions with other professionals who make up the multidisciplinary team. The results indicated factors that hinder psychologist performance, the attitudes of teachers, lack of collaboration of families, little funding for the elaboration of specific programs and the multilingual character of the school system.
Editora / Evento / Instituição: Universidade Federal da Bahia
Tipo: Tese2022-08-03T00:00:00Z