“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior
Autor(a) principal: | |
---|---|
Data de Publicação: | 2024 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/32159 |
Resumo: | This study addresses inclusion in Higher Education and seeks to answer the following problem: how do psychopedagogical support strategies impact the development and continuity of students in Higher Education? The general objective is to understand the impact of these psychopedagogical strategies on the academic trajectory of students. In this work, psychopedagogical support strategies refer to the entire set of actions and resources provided by Federal Institutions of Higher Education (IFES) with the aim of assisting students to overcome obstacles that arise during their academic path. The analysis was based on the subjective perspectives of undergraduate students at the Federal University of Santa Maria (UFSM) regarding the psychopedagogical support strategies provided by this institution, as well as the insights from González Rey's Theory of Subjectivity and Psychopedagogy which provided comprehensibility to the topic. The research approach was guided by González Rey's Qualitative Epistemology (1997) alongside with the Theory of Subjectivity and the Constructive-Interpretative Method, which converged to provide a comprehensive and intricate understanding of the subjects, learning, and the research context. The interpretative work conducted by the researcher had an impact on the corollary of meanings that (re)visited constructs and theoretical categories and produced insights in what concerns to the impact of psychopedagogical support strategies on the academic journey of college students. As a result, it was found that psychopedagogical support strategies represent an important range of actions, involving support, acknowledgment of differences among individuals, the possibility of building subjective meanings for student experiences and subjective reconfiguration regarding aspects of academic life. Consequently, they forebode the strengthening of students' self-esteem, promote autonomous and thoughtful processes, and provide support for coping with adverse events which affect the university course. Moreover, in what concerns to learning, they enable the recovery of the subjective and creative potential, perpetuating learning by means of the students’ protagonism in building and organizing college program. In this regard, education under an inclusive perspective and accessibility are priorities of psychopedagogical strategies, ensuring the continuity of the university journey for many students, justifying the existence of students support services within the university environment. Thus it is possible to state that strategies of psychopedagogical support offered to college students benefit their adaptation, development, continuity, as well as major completion, positively impacting their path. Finally, it is hoped that this construction of knowledge reaches and sensitizes the academic community favoring an active posture of subjects to lift barriers to inclusion, strengthening the fight against prejudice and the stand for autonomy, as well as the construction of senses by and with the students. |
id |
UFSM_8660fca3b58db67db39f4a6f177382c2 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/32159 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior“We only want to be strange like everyone else”: the impact of strategies of psychopedagocial support on the academic journey of college studentsInclusãoEnsino superiorEstratégias de apoio psicopedagógicoInclusionHigher educationStrategies of psychopedagogical supportCNPQ::CIENCIAS HUMANAS::EDUCACAOThis study addresses inclusion in Higher Education and seeks to answer the following problem: how do psychopedagogical support strategies impact the development and continuity of students in Higher Education? The general objective is to understand the impact of these psychopedagogical strategies on the academic trajectory of students. In this work, psychopedagogical support strategies refer to the entire set of actions and resources provided by Federal Institutions of Higher Education (IFES) with the aim of assisting students to overcome obstacles that arise during their academic path. The analysis was based on the subjective perspectives of undergraduate students at the Federal University of Santa Maria (UFSM) regarding the psychopedagogical support strategies provided by this institution, as well as the insights from González Rey's Theory of Subjectivity and Psychopedagogy which provided comprehensibility to the topic. The research approach was guided by González Rey's Qualitative Epistemology (1997) alongside with the Theory of Subjectivity and the Constructive-Interpretative Method, which converged to provide a comprehensive and intricate understanding of the subjects, learning, and the research context. The interpretative work conducted by the researcher had an impact on the corollary of meanings that (re)visited constructs and theoretical categories and produced insights in what concerns to the impact of psychopedagogical support strategies on the academic journey of college students. As a result, it was found that psychopedagogical support strategies represent an important range of actions, involving support, acknowledgment of differences among individuals, the possibility of building subjective meanings for student experiences and subjective reconfiguration regarding aspects of academic life. Consequently, they forebode the strengthening of students' self-esteem, promote autonomous and thoughtful processes, and provide support for coping with adverse events which affect the university course. Moreover, in what concerns to learning, they enable the recovery of the subjective and creative potential, perpetuating learning by means of the students’ protagonism in building and organizing college program. In this regard, education under an inclusive perspective and accessibility are priorities of psychopedagogical strategies, ensuring the continuity of the university journey for many students, justifying the existence of students support services within the university environment. Thus it is possible to state that strategies of psychopedagogical support offered to college students benefit their adaptation, development, continuity, as well as major completion, positively impacting their path. Finally, it is hoped that this construction of knowledge reaches and sensitizes the academic community favoring an active posture of subjects to lift barriers to inclusion, strengthening the fight against prejudice and the stand for autonomy, as well as the construction of senses by and with the students.Este estudo trata da inclusão no Ensino Superior, e busca responder ao seguinte problema: como as estratégias de apoio psicopedagógico repercutem no desempenho e permanência dos estudantes no Ensino Superior? O objetivo geral é compreender o impacto dessas estratégias psicopedagógicas sobre a trajetória acadêmica dos estudantes. Estratégias de apoio psicopedagógico correspondem, neste trabalho, a todo o conjunto de ações e recursos disponibilizados pelas Instituições Federais de Ensino Superior (IFES) com o objetivo de auxiliar os estudantes a superar os obstáculos surgidos no percurso universitário. A análise foi realizada a partir das configurações subjetivas de estudantes da graduação da Universidade Federal de Santa Maria (UFSM) em relação às estratégias de apoio psicopedagógico constantes nesta instituição, e do aporte da Teoria da Subjetividade de González Rey e da Psicopedagogia que propiciaram inteligibilidade ao tema. A abordagem de pesquisa se orientou pela Epistemologia Qualitativa de González Rey (1997) em conjunto com a Teoria da Subjetividade e o Método Construtivo-Interpretativo, que convergiram para o olhar complexo e abrangente sobre os sujeitos, a aprendizagem e o contexto da pesquisa. O trabalho interpretativo da pesquisadora repercutiu no corolário de significações que (re)visitou construtos e categorias teóricas e produziu sentidos acerca do impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no Ensino Superior. Como resultado, obteve-se que as estratégias de apoio psicopedagógico representam um importante repertório de ações, que envolve acolhimento, afirmação das diferenças entre os seres humanos, possibilidade de construção de sentidos subjetivos às vivências estudantis e reconfiguração subjetiva sobre aspectos da vida acadêmica. Com isso, preconizam o fortalecimento da autoestima dos estudantes, promovem processos autônomos e de autoria de pensamento, e fornecem subsídios para a criação de meios de enfrentamento às situações adversas que acometem o percurso universitário. Ademais, no que tange à aprendizagem, viabilizam a recuperação do potencial subjetivo e criativo, perpetuando a aprendizagem mediante o protagonismo dos estudantes na construção e organização do itinerário no Ensino Superior. Nesse sentido, a educação na vertente inclusiva e a acessibilidade são prioridades das estratégias de apoio psicopedagógico e garantem a continuidade da jornada acadêmica de muitos estudantes, dignificando a existência dos serviços de apoio aos estudantes no espaço universitário. Dessa forma, afirma-se a tese de que as estratégias de apoio psicopedagógico ofertadas aos estudantes do Ensino Superior favorecem a adaptação, o desempenho acadêmico, a permanência e a conclusão do curso, impactando positivamente na trajetória dos estudantes. Por fim, espera-se que essa construção de conhecimento atinja e sensibilize a comunidade acadêmica, em prol do posicionamento ativo dos sujeitos para a eliminação das barreiras à inclusão, o combate à discriminação e a defesa da autonomia e da construção de sentidos pelos/com os estudantes.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoPavão, Sílvia Maria de Oliveirahttp://lattes.cnpq.br/6934897603622261Eidelwein, Monica PagelSouza, Carmen Rosane Segatto eMarquezan, Lorena Inês PeteriniNegrini, TatianeMagnago, Clarissa Faverzani2024-07-04T15:56:03Z2024-07-04T15:56:03Z2024-03-08info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/32159porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2024-07-04T15:56:03Zoai:repositorio.ufsm.br:1/32159Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2024-07-04T15:56:03Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior “We only want to be strange like everyone else”: the impact of strategies of psychopedagocial support on the academic journey of college students |
title |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior |
spellingShingle |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior Magnago, Clarissa Faverzani Inclusão Ensino superior Estratégias de apoio psicopedagógico Inclusion Higher education Strategies of psychopedagogical support CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior |
title_full |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior |
title_fullStr |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior |
title_full_unstemmed |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior |
title_sort |
“A gente só quer ser estranho como todo mundo”: impacto das estratégias de apoio psicopedagógico sobre a trajetória acadêmica de estudantes no ensino superior |
author |
Magnago, Clarissa Faverzani |
author_facet |
Magnago, Clarissa Faverzani |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pavão, Sílvia Maria de Oliveira http://lattes.cnpq.br/6934897603622261 Eidelwein, Monica Pagel Souza, Carmen Rosane Segatto e Marquezan, Lorena Inês Peterini Negrini, Tatiane |
dc.contributor.author.fl_str_mv |
Magnago, Clarissa Faverzani |
dc.subject.por.fl_str_mv |
Inclusão Ensino superior Estratégias de apoio psicopedagógico Inclusion Higher education Strategies of psychopedagogical support CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Inclusão Ensino superior Estratégias de apoio psicopedagógico Inclusion Higher education Strategies of psychopedagogical support CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study addresses inclusion in Higher Education and seeks to answer the following problem: how do psychopedagogical support strategies impact the development and continuity of students in Higher Education? The general objective is to understand the impact of these psychopedagogical strategies on the academic trajectory of students. In this work, psychopedagogical support strategies refer to the entire set of actions and resources provided by Federal Institutions of Higher Education (IFES) with the aim of assisting students to overcome obstacles that arise during their academic path. The analysis was based on the subjective perspectives of undergraduate students at the Federal University of Santa Maria (UFSM) regarding the psychopedagogical support strategies provided by this institution, as well as the insights from González Rey's Theory of Subjectivity and Psychopedagogy which provided comprehensibility to the topic. The research approach was guided by González Rey's Qualitative Epistemology (1997) alongside with the Theory of Subjectivity and the Constructive-Interpretative Method, which converged to provide a comprehensive and intricate understanding of the subjects, learning, and the research context. The interpretative work conducted by the researcher had an impact on the corollary of meanings that (re)visited constructs and theoretical categories and produced insights in what concerns to the impact of psychopedagogical support strategies on the academic journey of college students. As a result, it was found that psychopedagogical support strategies represent an important range of actions, involving support, acknowledgment of differences among individuals, the possibility of building subjective meanings for student experiences and subjective reconfiguration regarding aspects of academic life. Consequently, they forebode the strengthening of students' self-esteem, promote autonomous and thoughtful processes, and provide support for coping with adverse events which affect the university course. Moreover, in what concerns to learning, they enable the recovery of the subjective and creative potential, perpetuating learning by means of the students’ protagonism in building and organizing college program. In this regard, education under an inclusive perspective and accessibility are priorities of psychopedagogical strategies, ensuring the continuity of the university journey for many students, justifying the existence of students support services within the university environment. Thus it is possible to state that strategies of psychopedagogical support offered to college students benefit their adaptation, development, continuity, as well as major completion, positively impacting their path. Finally, it is hoped that this construction of knowledge reaches and sensitizes the academic community favoring an active posture of subjects to lift barriers to inclusion, strengthening the fight against prejudice and the stand for autonomy, as well as the construction of senses by and with the students. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-07-04T15:56:03Z 2024-07-04T15:56:03Z 2024-03-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/32159 |
url |
http://repositorio.ufsm.br/handle/1/32159 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922165464236032 |