https://repositorio.ufu.br/handle/123456789/18922 Sun, 17 May 2026 00:10:37 GMT 2026-05-17T00:10:37Z 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. Thu, 19 Feb 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48655 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. Mon, 09 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48643 2026-03-09T00:00:00Z 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. Wed, 01 Apr 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48625 2026-04-01T00:00:00Z https://repositorio.ufu.br/handle/123456789/48618 Title: O brincar como intervenção para o Transtorno do Espectro Autista: um diálogo entre o modelo DIR/Floortime e Winnicott Abstract: Autism Spectrum Disorder (ASD) requires therapeutic interventions that consider the complexity and singularity of child development. Historically dominated by approaches focused on modifying observable behaviors, clinical practice with children on the autism spectrum has progressively benefited from relational-based models. In this context, the general objective of this study is to analyze the theoretical and practical convergences between the DIR/Floortime intervention model and Donald W. Winnicott's psychoanalytic theory of maturation within a specialized clinic for children with ASD. This is a qualitative, theoretical research structured through a psychoanalytic literature review, articulated with the presentation and discussion of four clinical vignettes drawn from the author's internship experience. Data analysis demonstrates that the DIR/Floortime model operates convergently with Winnicottian postulates in the therapeutic setting. It was observed that the principle of "following the child's lead" resembles "primary maternal preoccupation," while sensory and affective regulation strategies function as clinical equivalents of holding and handling, which are essential for psychosomatic integration. Interactive play (Floortime) is configured as the deliberate construction of a "potential space," allowing the child on the autism spectrum to soften their defenses against "unthinkable agonies" to develop emotional engagement, imitation, and intentional communication. It is concluded that the intersection between the DIR/Floortime model and Winnicottian psychoanalysis transcends mechanical skills training, offering an ethical praxis that places the bond and affection as central engines for psychic constitution and for the rescue of the neurodivergent child's subjectivity. Fri, 27 Mar 2026 00:00:00 GMT https://repositorio.ufu.br/handle/123456789/48618 2026-03-27T00:00:00Z