O sofrimento psíquico e a psicoterapia no desenvolvimento de estudantes pertencentes ao programa de permanência estudantil da Unesp
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2023-06-30
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa tem por objetivo investigar o sofrimento psíquico de estudantes pertencentes ao programa de permanência estudantil, que se encontram em processo psicoterápico e a relação que constroem entre o processo psicoterápico e o seu desenvolvimento no contexto acadêmico. Para atingir os objetivos propostos, foi realizado um estudo de caráter qualitativo com as seguintes etapas e procedimentos: seleção dos participantes; aplicação de questionário sobre perfil socioeconômico, questões de saúde e escolares; aplicação do instrumento QVAr; relato autobiográfico e análise de relatos de sessão por meio de narrativa transferencial sobre o sofrimento psíquico e o desenvolvimento acadêmico. Os dados foram coletados com seis estudantes que fazem parte do programa de permanência estudantil de uma unidade universitária da Unesp. Os dados foram analisados tomando-se por referência a psicologia analítica de Carl G. Jung e os pressupostos da clínica social. A análise preliminar dos dados revelou o perfil de aluno do programa de permanência estudantil com alta vulnerabilidade socioeconômica, dificuldades de aprendizagem decorrentes da baixa qualidade do ensino público, agravo do sofrimento psíquico diante da relação com as exigências acadêmicas universitárias, desconhecimento sobre a interrelação entre os fatores econômicos, sociais, pessoais e pedagógicos com seu baixo desempenho acadêmico, alto nível de cobrança consigo mesmo e escassa vida social. Notas baixas e reprovas em disciplinas são fortes gatilhos para fragilizar ou agravar o estado de saúde mental do estudante e prejudicar seu processo de adaptação na universidade. Há estudantes que não ingressam com dificuldades de ordem psíquica, mas que podem desenvolvê-las ao se depararem com as exigências pedagógicas. Verificou-se, também, que estudantes psiquicamente adoecidos não contam com ajuda necessária da instituição para lidar com essas exigências e não têm condições de equidade com alunos de histórico escolar no ensino privado. Foi possível concluir que o acompanhamento psicoterápico pôde promover apoio, autoconhecimento, conscientização crítica e acolhedora sobre as condições de vida dos estudantes. O desenvolvimento desses novos aparatos conduz o estudante ao fortalecimento psíquico, à organização dos estudos, à confiança para enfrentar as dificuldades acadêmicas, ao desenvolvimento e à conclusão de sua formação acadêmica. Constatou-se, também, a ausência de programas de apoio pedagógico para auxiliar nas dificuldades de ensino dos estudantes, bem como a falta de infraestrutura na instituição para oferecer atividades sociais (artísticas e culturais), em prol do desenvolvimento das potencialidades e singularidades do aluno.
This research aims to investigate the psychic suffering of permanence program students, who are in a psychotherapeutic process and the relationship they build between the psychotherapeutic process and its development in the academic context. To achieve the proposed objectives, a qualitative study was carried out with the following steps and procedures: selection of participants; application of a questionnaire on socioeconomic profile, health and school issues; application of the QVAr instrument; autobiographical narrative and analysis of session reports through transferential narrative about psychic suffering and academic development. Data were collected from six students who are part of the Unesp permanence program. Data were analyzed taking Carl G. Jung's analytical psychology as a reference and the assumptions of social clinic. Preliminary data analysis revealed the profile of student permanence program with high socioeconomic vulnerability, learning difficulties resulting from the low quality of public education, aggravation of psychological distress in relation to university academic requirements, lack of knowledge about the interrelationship between economic, social, personal and pedagogical factors with their low academic performance, high level of pressure on themselves and scarce social life. Low grades and failures in subjects are strong triggers for weakening or aggravating the student's mental health status and impairing their adaptation process at university. There are students who do not enter with psychological difficulties, but can develop them when faced with pedagogical demands. It was also verified that psychologically ill students do not have the necessary help from the institution to deal with these demands and do not have conditions of equality with students with a school history in private education. It was possible to conclude that the psychotherapeutic follow-up could promote support, self-knowledge, critical and welcoming awareness about the students' living conditions. The development of these new devices leads the student to psychic strengthening, the organization of studies, the confidence to face academic difficulties, the development and completion of their academic training. It was also verified the absence of pedagogical support programs to help with the students' teaching difficulties, as well as the lack of infrastructure in the institution to offer social activities (artistic and cultural), in favor of the development of the potentialities and singularities of the students.
This research aims to investigate the psychic suffering of permanence program students, who are in a psychotherapeutic process and the relationship they build between the psychotherapeutic process and its development in the academic context. To achieve the proposed objectives, a qualitative study was carried out with the following steps and procedures: selection of participants; application of a questionnaire on socioeconomic profile, health and school issues; application of the QVAr instrument; autobiographical narrative and analysis of session reports through transferential narrative about psychic suffering and academic development. Data were collected from six students who are part of the Unesp permanence program. Data were analyzed taking Carl G. Jung's analytical psychology as a reference and the assumptions of social clinic. Preliminary data analysis revealed the profile of student permanence program with high socioeconomic vulnerability, learning difficulties resulting from the low quality of public education, aggravation of psychological distress in relation to university academic requirements, lack of knowledge about the interrelationship between economic, social, personal and pedagogical factors with their low academic performance, high level of pressure on themselves and scarce social life. Low grades and failures in subjects are strong triggers for weakening or aggravating the student's mental health status and impairing their adaptation process at university. There are students who do not enter with psychological difficulties, but can develop them when faced with pedagogical demands. It was also verified that psychologically ill students do not have the necessary help from the institution to deal with these demands and do not have conditions of equality with students with a school history in private education. It was possible to conclude that the psychotherapeutic follow-up could promote support, self-knowledge, critical and welcoming awareness about the students' living conditions. The development of these new devices leads the student to psychic strengthening, the organization of studies, the confidence to face academic difficulties, the development and completion of their academic training. It was also verified the absence of pedagogical support programs to help with the students' teaching difficulties, as well as the lack of infrastructure in the institution to offer social activities (artistic and cultural), in favor of the development of the potentialities and singularities of the students.
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Sofrimento psíquico, Permanência estudantil, Psicoterapia, Psicologia analítica, Desenvolvimento humano, Psychic suffering, Student stay, Psychotherapy, Analytical psychology, Human development