“Listening to everyone”: School counselors’ governance, mental health and family education change in Amazon schools
DOI:
https://doi.org/10.70860/ufnt.rbec.e20520Resumo
“Ouvir todo mundo”: governança dos orientadores educacionais, saúde mental e mudanças na educação familiar em escolas da Amazônia
A educação do campo na Amazônia enfrenta desafios únicos no suporte à saúde mental, agravados por transformações estruturais na educação familiar. Este estudo de caso qualitativo investiga como orientadores educacionais em uma escola de ensino médio na área rural de Roraima percebem e exercem seus papéis diante dessas mudanças domésticas. Entrevistas semiestruturadas foram realizadas com orientadores e professores auxiliares (n=8). Os dados foram processados via análise de conteúdo e estruturados em seis dimensões: transformações familiares percebidas, efeitos nos estudantes, funções dos orientadores, práticas de cuidado, governança educacional e barreiras institucionais. Os resultados revelam uma percepção de delegação da socialização básica para a escola, motivada pela escassez de tempo dos pais devido a pressões econômicas e pelo uso desregulado de telas. Como consequência, os alunos manifestam declínio em habilidades não cognitivas e sofrimento emocional. Os orientadores respondem por meio de uma matriz integrada onde a governança educacional atua como eixo central, complementada pela gestão de conflitos e práticas de cuidado. Contudo, barreiras como ausência de psicólogos, limitações do regime de meio período e sobrecarga burocrática limitam sua eficácia. Conclui-se ser urgente reestruturar a função, reduzir entraves administrativos e implementar o tempo integral.
Palavras-chave: educação do campo, governança educacional, cuidado em saúde mental, gestão de conflitos, orientação educacional.
“Listening to everyone”: School counselors’ governance, mental health and family education change in Amazon schools
ABSTRACT. Rural education in the Amazon faces context-specific challenges in school mental health support, amplified by transformations in family education (FE). This exploratory qualitative case study investigates how school counselors (SCs) in a Roraima rural high school perceive and enact their role amid FE transformations, using Ethics of Care and Educational Governance frameworks. The research question is: “How do SCs perceive, assess, and rationalize their role as mental health caregivers in a context of a changing FE?” Semi-structured interviews were conducted with SCs and auxiliary teachers (n=8 participants). Data were analyzed using content analysis, organized into six dimensions: perceived family transformations, effects on students, counselor functions, care practices, educational governance, and institutional barriers. Results show SCs perceive a delegation of FE to schools, driven by parents’ lack of time and unregulated smartphone usage. Consequently, impacts on cognitive skills and mental health are perceived. SCs respond via an integration of educational governance (as the basis), conflict management and care practices. However, interventions are constrained by a lack of specialized staff, half-day shift limitations, and excess of bureaucratic work. In conclusion, there is a need to restructure SC roles, reduce administrative burdens, and of full-day schooling. SCs could become managers of holistic education.
Keywords: rural education, educational governance, mental health care, conflict management, school counseling.
“Escuchando a todos”: Gobernanza de orientadores escolares, salud mental y cambios en la educación familiar en escuelas de la Amazonía
RESUMEN. La educación rural en la Amazonía enfrenta desafíos únicos en el apoyo a la salud mental, agravados por transformaciones estructurales en la educación familiar. Este estudio de caso cualitativo investiga cómo los orientadores educativos en una escuela secundaria rural de Roraima perciben y ejercen sus roles ante estos cambios domésticos. Se realizaron entrevistas semiestructuradas a orientadores y profesores auxiliares (n=8). Los datos se procesaron mediante análisis de contenido y se organizaron en seis dimensiones: transformaciones familiares percibidas, efectos en los estudiantes, funciones del orientador, prácticas de cuidado, gobernanza educativa y barreras institucionales. Los resultados muestran una percepción de delegación de la socialización básica hacia la escuela, impulsada por la falta de tiempo de los padres debido a presiones económicas y el uso desregulado de tecnologías. En consecuencia, los estudiantes exhiben un declive en habilidades no cognitivas y sufrimiento emocional. Los orientadores responden mediante una matriz integrada donde la gobernanza educativa es el eje central, complementada por la gestión de conflictos y prácticas de cuidado. Sin embargo, barreras como la falta de psicólogos, el régimen de media jornada y la sobrecarga burocrática limitan su eficacia. Se concluye la urgencia de reestructurar el rol, reducir la burocracia e implementar la jornada completa.
Palabras clave: educación rural, gobernanza educativa, salud mental, gestión de conflictos, orientación educativa.
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