Transtornos mentais comuns: a percepção de professores do ensino superior sobre a saúde mental dos jovens estudantes.

Abstract

This dissertation is part of the research line “Educational Process and Teacher Training” of the Education Postgraduate Program and the academic activities of the UNESCO Chair of Youth, Education and Society of the Universidade Catolica de Brasilia (UCB). The research question and its general objective centered on understanding how university professors perceive students who have Common Mental Disorders. Theoretical support was used by authors as Han (2015) and Lipovetsky (2015) broadly, and specifically about CMDs in Education, Facundes and Ludermir (2005), Silva and Da Costa (2012), Silva, Cerqueira and Lima (2014), among other authors. It is a qualitative approach with methodological procedures of documentary research and interview for data collection and generation. Was conducted with teachers from a High Education Institution from Federal District chosen for their relationship with the courses that had the highest incidence of students seeking care at the student support center of the institution during the research period. The first stage of the research took place through the analysis of institutional documents, and this subsidized the development of the second stage, based on empirical research conducted through semi-structured interviews with teachers so that there was an understanding of their perception of students with Common Mental Disorders. The interviews were analyzed using the Collective Subject Discourse method. The main results indicate that the teachers must have attention to the young student who is sick, because they are weak due to their health condition, and it is important that the teacher is prepared to deal with these students in a way that is not only differentiated, but humanized, concerned with their physical and emotional integrity and not only with the student's result of passing or failing their discipline. Therefore, the institution needs attention in the continuing education of these teachers, enabling them to understand the needs of this student.