A constituição da subjetividade de estudantes em práticas de promoção de saúde no contexto da educação superior

Abstract

Based on the postulates of Historical Cultural Psychology, more precisely, the studies of Gonzalez Rey, this study, based on the premise that Higher Education, does not effectively contemplate the affective and relational development of academics, by disregarding that university contexts are crossed for demands that are not only objective, but fundamentally subjective for the constitution of human development in adult life. Therefore, the research aims to analyze the elements that make up the social subjectivity and individual subjectivity of students in health promotion practices in the context of Higher Education. The study is based on the development of research-intervention, developed from the postulates of Qualitative Epistemology and developed within a Federal University of Minas Gerais. To this end, twelve undergraduate students from the Degree in Physics, Degree in Letters, Biomedicine, Medicine, Dentistry, Bachelor in History, Degree in Biological Sciences were invited to participate in the research, taking courses between the 1st and 8th periods. The research was carried out through discussion groups, where seven weekly discussion meetings were held, during the second semester of 2018, with the objective of unveiling the conditions and constitutions of the university experience. The methodological resource used to carry out the interventions was the use of different mediating materialities, among which the poems, photos, figures and paintings that stood out, analyzed and debated in a group and collective way among the academics stand out. The interventions aimed to problematize elements of academic experiences that permeate human development in adult life. Through the constitution of signification nuclei it was possible to establish two nuclei: 1) FROM SOCIAL TO INDIVIDUAL: challenges in the constitution of academic education, with indicators of academic scientific merit based on the contentist perspective, competitiveness and connection to academic experience, and new curricular demands and didactic and methodological formats; 2) FROM THE INDIVIDUAL TO THE SOCIAL: mishaps experienced in the human development process, with indicators such as the feeling of guilt, failure and the search for resistance; individuality and feeling of loneliness; and personal interests and life project. This research indicates an important field of action of School Psychology in the context of Higher Education, in the search to build efforts and appropriate strategies for health promotion and student development. However, we show that it is necessary to problematize institutional, curricular, and, especially, relational elements experienced by students and teachers in order to carry out an analysis of the issues that permeate Higher Education, in order to build action proposals, through new didactic and methodological formats, meeting the demand for a new curricular planning, which considers the relationships within the University and the academic experiences as promoters of human development in adulthood.