Estratégias de ensino e suas implicações na educação de jovens e adultos em um centro de atenção psicossocial

Abstract

Thinking about education in the field of mental health is a possibility insofar as it is possible to contextualize the intrinsic and extrinsic experiences of people with mental disorders, based on the dimensions of processing and psychic functioning, perceived in relation to didactics. The purpose of this study was to investigate the implications of teaching strategies used by educators, and their implications on the social life of Young and Adult students, in two distinct classrooms that function as an extension of a municipal public school in a Psychosocial Care Center, between 2018 and 2019. The encounter with the information was constituted in a case study with a qualitative methodological process. Its empirical locus is located in the state of Paraíba, specifically in a city in the interior. To portray the unfolding of teaching strategies in the educational context of Youth and Adults, its corpus was established in a dialogue with 02 senior educators aged between 33 and 40 years, through semi-structured interviews, in addition to document analysis to obtain data. Among the results obtained, the importance of the educational relationship being supported by the mental state of students is highlighted, in a perspective of possibilities to understand them through psychiatric and educational language, as human capital for the creation of a social identity, connected to aspects of fragilities as to its modus operandi, sometimes not corresponding with conventional expectations in the common eyes of society. We sought to break with the fragmentary view of this reality and protect equal rights for all without biopsychosocial distinction. It started, for example, from a study on the implementation of legislation and guidelines to expand in practice the democratization of access and participation, specifically EJA at school, persevering in its role in a perspective of social inclusion, based on theoretical contributions within a macro and peripheral view that deal with the teaching process for people with unique conditions to learn, collaborating with reflections and guidance on scientific evidence about didactic structures in order to break paradigms. According to the considerations of the two educators, they realized that the space where the classes take place is already familiar to the students, showing that they like to attend classes, however, the educational proposal suffered interruptions, motivated by the holding of cultural events and offers of groups/workshops conducted by the multidisciplinary team in favor, based more on the treatment of the user, causing a reduction in the workload of the didactic proposal. However, there are obscurity and difficulties in the use of teaching strategies that address more aspects of affectivity, fine/gross motor skills, language, memory, attention, concentration, thinking, behavior and daily life skills suited to the audience in these classrooms. This investigation indicates as more opportune to enable theoretical discussions, raising the construction of new policy alternatives on the right to education in mental health services, meeting the citizenship responsibilities of Youth and Adults in clinical - therapeutic treatment at the Psychosocial Care Center, germinating the resocialization process through the exercise of protagonism desired by the curricular opinions of both.