Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores
Death is still a prohibited subject in society and, consequently, in school, making it difficult for students and educators to express their grief. The violent deaths of adolescents and young people have been constant nowadays, with suicide being the second cause of death among them worldwide, wi...
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Suicídio Luto Instituições de ensino Estudantes Professores Posvenção CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
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Suicídio Luto Instituições de ensino Estudantes Professores Posvenção CNPQ::CIENCIAS HUMANAS::PSICOLOGIA Queiroz, Camilla Danielle Silva de Lima Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores |
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Death is still a prohibited subject in society and, consequently, in school, making it difficult for
students and educators to express their grief. The violent deaths of adolescents and young
people have been constant nowadays, with suicide being the second cause of death among them
worldwide, with significant repercussions in educational spaces. Because it is an unexpected,
violent and stigmatized death, the suicide of a student generates commotion throughout the
school community, especially affecting their peers. Educators are also impacted, although they
need to support students and manage this crisis situation. In these spaces, these sufferings have
not been recognized and supported. This study aims to understand how students and educators
experience the loss and mourning of a student's death by suicide, in order to contribute to
postvention and suicide prevention interventions in educational institutions. A qualitative
research was carried out with theoretical support of Gadamerian hermeneutics, using the
narrative interview with the use of projective scenes. Six interviews were conducted with
students (enrolled and graduated), survivors of different suicides, between 17 and 22 years old,
and with 3 professors, from 3 different campuses of the Federal Institute of Rio Grande do
Norte (IFRN). The thesis was built on the structure of articles. The first refers to an integrative
review, entitled “Mourning for suicide and postvention at school: an integrative review”, about
suicide and mourning for suicide at school, based on national and international articles, whose
results pointed to the need for considering the culture as well as the individual needs of
survivors when designing postvention programs at school. There was also a small production
of studies that contemplated educators and, in Brazil and Latin America, a significant gap in
relation to this theme. In the second article “When mourning for suicide invades the school: the
helplessness of students” we identified the meaning of death for students as a inevitable end, a
new beginning in the spiritual life and a possibility to give a new meaning to life. The meaning
of suicide, on the other hand, emerged as a choice in the face of despair and loneliness and actually not wanting to die; selfishness and lack of blame; as well as a result of the suicidal
context in which we live. Their manifestations regarding the impact of the loss occurred at the
intrapersonal level (shock, some fears, anxiety, sadness, impotence, guilt and physical,
cognitive and behavioral manifestations), interpersonal and transpersonal. Within the
continuum of survival, students were among exposed, affected and bereaved by suicide,
demonstrating the need to be supported by the educational institution. The third article reveals
that the adolescents/young people coping transited between loneliness and conversations with
friends, resorted to religiosity, and had little and discontinuous institutional support. In the
fourth article entitled “When a student's suicide invades the teaching institution: the
invisibilized mourning of educators(s)” we address the impacts of suicides on the inter, intra
and transpersonal levels on teachers, showing that, depending on each of the suicides, they are
on the continuum of survival among exposed, affected, and (short-term) bereaved. It is
noteworthy that they received little support related to the possibility of suicide by the institution,
in addition to having their pain invisible and presenting difficulties in dealing with surviving
students. In the fifth article, “When student suicide invades the educational institution:
educators' confrontations and postvention”, the teachers report that the confrontations in the
face of the loss of a student by suicide occurred through the participation in a farewell ritual
and help from peers, but there was also a lack of institutional support and solitary
confrontations. We also identified some institutional difficulties such as: returning to work
without the necessary support, the disarticulation of the multidisciplinary team and the absence
of rituals about the student's legacy. It was possible to conclude that the students and teachers
in our study mourned the suicide of the students, being among the exposed, affected and
bereaved survivors within the continuum of survival. Thus, this thesis reveals that it is
imperative that educational institutions are prepared to manage this type of crisis, through
public policies and postvention work, which face the taboo of death, suicide and mourning, as well as promote the training of their professionals to welcome students, while they are also
welcomed, thus becoming educational institutions capable of sheltering and supporting
feelings, transforming themselves into spaces for dreaming and hoping. |
| author2 |
Silva, Geórgia Sibele Nogueira da |
| author_facet |
Silva, Geórgia Sibele Nogueira da Queiroz, Camilla Danielle Silva de Lima |
| format |
doctoralThesis |
| author |
Queiroz, Camilla Danielle Silva de Lima |
| author_sort |
Queiroz, Camilla Danielle Silva de Lima |
| title |
Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores |
| title_short |
Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores |
| title_full |
Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores |
| title_fullStr |
Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores |
| title_full_unstemmed |
Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores |
| title_sort |
quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2023 |
| url |
https://repositorio.ufrn.br/handle/123456789/51281 |
| work_keys_str_mv |
AT queirozcamilladaniellesilvadelima quandoosuicidioinvadeainstituicaodeensinoaperdaeolutonavivenciadeestudanteseeducadores |
| _version_ |
1773964337958879232 |
| spelling |
ri-123456789-512812023-02-14T17:56:03Z Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores Queiroz, Camilla Danielle Silva de Lima Silva, Geórgia Sibele Nogueira da http://lattes.cnpq.br/6313941497685710 http://lattes.cnpq.br/1062059652170019 Bezerra, Marlos Alves http://lattes.cnpq.br/4923847817582059 Melo, Symone Fernandes de Bosco Filho, João Novaes, Tatiani Daiana de Suicídio Luto Instituições de ensino Estudantes Professores Posvenção CNPQ::CIENCIAS HUMANAS::PSICOLOGIA Death is still a prohibited subject in society and, consequently, in school, making it difficult for students and educators to express their grief. The violent deaths of adolescents and young people have been constant nowadays, with suicide being the second cause of death among them worldwide, with significant repercussions in educational spaces. Because it is an unexpected, violent and stigmatized death, the suicide of a student generates commotion throughout the school community, especially affecting their peers. Educators are also impacted, although they need to support students and manage this crisis situation. In these spaces, these sufferings have not been recognized and supported. This study aims to understand how students and educators experience the loss and mourning of a student's death by suicide, in order to contribute to postvention and suicide prevention interventions in educational institutions. A qualitative research was carried out with theoretical support of Gadamerian hermeneutics, using the narrative interview with the use of projective scenes. Six interviews were conducted with students (enrolled and graduated), survivors of different suicides, between 17 and 22 years old, and with 3 professors, from 3 different campuses of the Federal Institute of Rio Grande do Norte (IFRN). The thesis was built on the structure of articles. The first refers to an integrative review, entitled “Mourning for suicide and postvention at school: an integrative review”, about suicide and mourning for suicide at school, based on national and international articles, whose results pointed to the need for considering the culture as well as the individual needs of survivors when designing postvention programs at school. There was also a small production of studies that contemplated educators and, in Brazil and Latin America, a significant gap in relation to this theme. In the second article “When mourning for suicide invades the school: the helplessness of students” we identified the meaning of death for students as a inevitable end, a new beginning in the spiritual life and a possibility to give a new meaning to life. The meaning of suicide, on the other hand, emerged as a choice in the face of despair and loneliness and actually not wanting to die; selfishness and lack of blame; as well as a result of the suicidal context in which we live. Their manifestations regarding the impact of the loss occurred at the intrapersonal level (shock, some fears, anxiety, sadness, impotence, guilt and physical, cognitive and behavioral manifestations), interpersonal and transpersonal. Within the continuum of survival, students were among exposed, affected and bereaved by suicide, demonstrating the need to be supported by the educational institution. The third article reveals that the adolescents/young people coping transited between loneliness and conversations with friends, resorted to religiosity, and had little and discontinuous institutional support. In the fourth article entitled “When a student's suicide invades the teaching institution: the invisibilized mourning of educators(s)” we address the impacts of suicides on the inter, intra and transpersonal levels on teachers, showing that, depending on each of the suicides, they are on the continuum of survival among exposed, affected, and (short-term) bereaved. It is noteworthy that they received little support related to the possibility of suicide by the institution, in addition to having their pain invisible and presenting difficulties in dealing with surviving students. In the fifth article, “When student suicide invades the educational institution: educators' confrontations and postvention”, the teachers report that the confrontations in the face of the loss of a student by suicide occurred through the participation in a farewell ritual and help from peers, but there was also a lack of institutional support and solitary confrontations. We also identified some institutional difficulties such as: returning to work without the necessary support, the disarticulation of the multidisciplinary team and the absence of rituals about the student's legacy. It was possible to conclude that the students and teachers in our study mourned the suicide of the students, being among the exposed, affected and bereaved survivors within the continuum of survival. Thus, this thesis reveals that it is imperative that educational institutions are prepared to manage this type of crisis, through public policies and postvention work, which face the taboo of death, suicide and mourning, as well as promote the training of their professionals to welcome students, while they are also welcomed, thus becoming educational institutions capable of sheltering and supporting feelings, transforming themselves into spaces for dreaming and hoping. A morte ainda é assunto interdito na sociedade e, por conseguinte, na escola, dificultando a expressão do luto entre alunos e educadores. As mortes violentas de adolescentes e jovens tem sido uma constante na atualidade, sendo o suicídio a segunda causa de morte entre eles no âmbito mundial, repercutindo significativamente nos espaços educacionais. Por ser uma uma morte inesperada, violenta e estigmatizada, o suicídio de um estudante gera comoção em toda a comunidade escolar, atingindo especialmente seus pares. Já os educadores também são impactados, embora precisem apoiar os alunos e gerenciar essa situação de crise. Nesses espaços, esses sofrimentos não têm sido reconhecidos e amparados. Este estudo objetiva compreender como estudantes e educadores vivenciam a perda e o luto diante da morte de aluno por suicídio, a fim de contribuir com intervenções de posvenção e prevenção do suicídio nas instituições de ensino. Foi realizada uma pesquisa qualitativa com aporte teórico da hermenêutica gadameriana, utilizando a entrevista narrativa com uso de cenas projetivas. Foram realizadas 6 entrevistas com estudantes (matriculados e egressos), sobreviventes de suicídios diferentes, entre 17 e 22 anos, e com 3 professores, de 3 campis distintos do Instituto Federal do Rio Grande do Norte (IFRN). A tese foi construída na estrutura de artigos. O primeiro referese a uma revisão integrativa, intitulada “Luto por suicídio e posvenção na escola: uma revisão integrativa”, acerca do suicídio e do luto por suicídio na escola, a partir de artigos nacionais e internacionais, cujos resultados apontaram para a necessidade de se considerar a cultura, bem como as necessidades individuais dos sobreviventes ao se formular programas de posvenção na escola. Verificou-se também diminuta produção de estudos que contemplassem os educadores e, no Brasil e na América Latina, uma lacuna expressiva em relação a essa temática. No segundo artigo “Quando o luto por suicídio invade a escola: o desamparo dos estudantes” identificamos a significação da morte pelos estudantes como um fim inevitável, um recomeço na vida espiritual e uma possibilidade de ressignificar o viver. Já o significado do suicídio surgiu como uma escolha diante do desespero e da solidão e o não querer morrer de fato; egoísmo e ausência de culpabilização; além de um resultado do contexto suicidante em que vivemos. Suas manifestações em relação ao impacto da perda se deram a nível intrapessoal (choque, alguns medos, ansiedade, tristeza, impotência, culpa e manifestações fisicas, cognitivas e comportamentais), interpessoal e transpessoal. Dentro do continuum de sobrevivência, os estudantes estiveram entre expostos, afetados e enlutados por suicídio, demonstrando a necessidade de serem amparados pela instituição de ensino. O terceiro artigo, revela que o enfrentamento dos adolecentes/jovens transitou entre a solidão e conversas com amigos, recorreram a religiosidade, e tiveram pouco e descontínuo suporte institucional. No quarto artigo intitulado “Quando o suicídio de um estudante invade a instituição de ensino: o luto invisibilizado dos educa(dores)” abordamos os impactos dos suicídios nos níveis inter, intra e transpessoal nos professores, evidenciando que, a depender de cada um dos suicídios, eles se encontram no continuum de sobrevivência entre os expostos, afetados e enlutados (a curto prazo). Destaca-se que receberam pouco suporte relacionados a posvenção ao suicídio pela instituição, além de terem suas dores invisibilizadas e apresentarem dificuldades em lidar com os estudantes sobreviventes. No quinto artigo, “Quando o suicídio de estudante invade a instituição de ensino: enfrentamentos dos educa(dores) e posvenção”, os professores relatam que os enfrentamentos diante da perda por suicídio de um(a) aluno(a) ocorreram através da participação em ritual de despedida e da ajuda de pares, contudo houve também falta de suporte institucional e enfrentamentos solitários. Identificamos ainda algumas dificuldades institucionais como: o retorno ao trabalho sem o apoio necessário, a desarticulação da equipe multiprofissional e a ausência de rituais acerca do legado do estudante. Foi possível concluir que os estudantes e professores(as) do nosso estudo se enlutaram diante do suicídio dos(as) alunos(as), estando entre os sobreviventes expostos, afetados e enlutados dentro do continuum de sobrevivência. Assim, esta tese revela ser imperativo que as instituições de ensino estejam preparadas para gerenciar esse tipo de crise, através de políticas públicas e trabalhos de posvenção, que enfrentem o tabu da morte, do suicídio e do luto, bem como promovam a capacitação de seus profissionais para o acolhimento dos estudantes, enquanto também são acolhidos, tornando-se assim instituições educacionais capazes de abrigar e amparar sentimentos, transformando-se em espaços de sonhar, esperançar. 2023-02-14T17:55:29Z 2023-02-14T17:55:29Z 2022-11-28 doctoralThesis QUEIROZ, Camilla Danielle Silva de Lima. Quando o suicídio invade a instituição de ensino: a perda e o luto na vivência de estudantes e educadores. Orientador: Geórgia Sibele Nogueira da Silva. 2022. 306f. Tese (Doutorado em Psicologia) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2022. https://repositorio.ufrn.br/handle/123456789/51281 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM PSICOLOGIA |