https://repositorio.ufu.br/handle/123456789/5171 2026-05-14T07:07:13Z https://repositorio.ufu.br/handle/123456789/48655 Title: Bem-estar e resiliência de docentes: uma revisão sistemática de literatura Abstract: Well-being and resilience are central themes in the human and social sciences, particularly in the educational field, as they are directly associated with working conditions, mental health, and subjective experiences. Given the complex nature of these constructs, this study aimed to conduct a systematic review of the national and international literature on well-being and resilience in teaching across different levels of education. The review was carried out in accordance with the PRISMA protocol, based on searches conducted in the CAPES Journals Portal and ResearchGate, including studies published between 2014 and 2024 in Portuguese and English. Quantitative, qualitative, and mixed-method studies were included, totaling 41 articles. The findings indicate a predominance of subjective conceptions of well-being, grounded in satisfaction, affect, and meaning attributed to work, while also revealing that moderate levels of well-being coexist with significant indicators of stress, exhaustion, and psychosocial distress. Resilience is frequently understood as a resource mobilized in response to the adversities of teaching work, supported by social networks, institutional ties, and self-care practices. The review also highlights a conceptual overlap between well-being and resilience in part of the analyzed studies, as well as a greater concentration of research focused on well-being compared to resilience. Finally, the scarcity of longitudinal investigations is emphasized, which limits the understanding of changes in these phenomena over time and points to the need for future research that further explores them across different educational and organizational contexts. 2026-02-19T00:00:00Z https://repositorio.ufu.br/handle/123456789/48643 Title: Fala o que eu quero ouvir! O papel mediador da percepção de suporte organizacional na relação entre satisfação com a comunicação interna e intenção de rotatividade Abstract: This study aimed to investigate the mediating role of perceived organizational support in the relationship between satisfaction with internal communication and turnover intention among Brazilian employees. This is a quantitative, descriptive, cross-sectional survey study, with 375 professionals working in Brazil who responded online to the Internal Communication Satisfaction Questionnaire (ICSQ-Br), the Perceived Organizational Support Scale (EPSO), the Turnover Intention Scale (EIR), and a sociodemographic questionnaire. The results of the mediation analysis indicated that, after the inclusion of perceived organizational support as a mediating variable, the effect of satisfaction with internal communication on turnover intention decreased in magnitude, despite remaining statistically significant. The findings contribute to the national literature by expanding the understanding of the psychosocial mechanisms involved in turnover intention, in addition to providing support for organizational management to plan more assertive interventions to mitigate this problem. 2026-03-09T00:00:00Z https://repositorio.ufu.br/handle/123456789/48626 Title: Interconsulta psicológica em hospital geral: uma análise documental Abstract: This dissertation comprises two independent yet complementary articles that examine the potentialities and limitations of the psychological consultation-liaison model in an adult inpatient unit of a tertiary university hospital. Psychological consultation-liaison constitutes an important care strategy in the hospital setting, as it promotes communication among healthcare teams and broadens the understanding of the emotional demands of hospitalized patients. This is a documentary, qualitative study based on the analysis of 170 psychological consultation requests recorded between September 2024 and February 2025 in the Internal Medicine ward, as well as the full records of the initial psychological assessments conducted in response to these requests. Article 1 aimed to characterize the psychological consultation requests submitted by the ward team, considering sociodemographic, clinical, and institutional variables. The study described patient profiles, length of hospitalization, timing of the requests, and the main reasons for referral, using descriptive statistical analysis. Results indicated that most requests were made by physicians within the first days of hospitalization and were predominantly directed toward women, individuals with low educational attainment, and a high proportion of older adults, with greater concentration in the specialties of Cardiology and Internal Medicine. Depressive symptoms and the need for family support were among the main reasons for consultation, highlighting the relevance of Psychology as an integral component of care in high-complexity clinical settings. Article 2 specifically analyzed the potentialities and limitations of the psychological consultation-liaison model based on a detailed review of medical records and documentation from the first psychological encounter. A standardized data extraction protocol, thematic content analysis, and comparison between the stated reason for referral and the psychologist’s assessment were employed. Eight recurring themes were identified, with emphasis on women in caregiving roles for hospitalized patients, communication with the multidisciplinary team, experiences of grief and functional losses, and lack of information about health status. The most frequent interventions involved ongoing psychological follow-up, emotional support, active listening, validation, and psychoeducation. Agreement between the referral reason and the psychological assessment occurred in 75.9% of cases, alongside records of disagreement and nonspecific requests, which point to limitations in understanding the psychologist’s role and in formalizing care demands. The findings underscore the centrality of communicational interventions and the mediating role of psychologists among patients, families, and healthcare teams, suggesting that institutionalizing care pathways and investing in continuing education may strengthen psychological consultation-liaison practices as a strategy for promoting comprehensive care in general hospital settings. This dissertation reaffirms the relevance of psychological consultation-liaison as a tool that goes beyond responding to isolated demands, establishing itself as a privileged space for dialogue, emotional support, and the shared construction of meaning within the hospital environment. 2026-02-25T00:00:00Z https://repositorio.ufu.br/handle/123456789/48625 Title: “A partir do EJA eu pude me ver prosseguindo”: narrativas de mulheres negras sobre suas vivências na Educação de Jovens e Adultos Abstract: The present study aimed to understand the meanings attributed by former students of Youth and Adult Education (EJA) to the importance of this educational modality in their personal and professional trajectories. Grounded in a critical perspective of School Psychology and in Cultural-Historical Psychology, the study was based on the understanding that school dropout must be analyzed in relation to objective living conditions, especially regarding inequalities of class, gender, and race. This is a qualitative study, conducted through semi-structured interviews with former EJA students, whose narratives were analyzed using the Meaning Cores method. The results show that the interruption of schooling was mainly related to experiences of exclusion experienced in different ways by the participants, such as the need for early entry into the labor market, the stigma associated with teenage pregnancy, and difficulties in the schooling process, expressing structural determinations that more intensely affect working-class women. The return to schooling was marked by new meanings attributed to education, associated with autonomy, the expansion of opportunities, and the desire for future generations and their social environment to have longer educational trajectories. It is concluded that EJA is configured as a public policy primarily aimed at the working class, constituting a space for confronting historically produced inequalities, although still marked by structural limitations. The study contributes to the field of School Psychology by reinforcing the need for practices committed to a critical understanding of educational trajectories and to the promotion of social justice. 2026-04-01T00:00:00Z