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, with...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal do Rio Grande do Norte (UFRN) |
| Repositorio: | Repositório Institucional da UFRN |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufrn.br:123456789/51281 |
| Acceso en línea: | https://repositorio.ufrn.br/handle/123456789/51281 |
| Access Level: | acceso abierto |
| Palabra clave: | Suicídio Luto Instituições de ensino Estudantes Professores Posvenção CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
| Sumario: | 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. |
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