https://ri.ufs.br/jspui/handle/riufs/2482 Fri, 18 Sep 2026 14:51:12 GMT 2026-09-18T14:51:12Z http://ri.ufs.br:80/retrieve/8ac150ef-cf4f-4039-96b5-5ab7d4839c31/PPGPSI.png https://ri.ufs.br/jspui/handle/riufs/2482 https://ri.ufs.br/jspui/handle/riufs/26117 Título: Mulheres autistas no ensino superior: o impacto do capacitismo na saúde mental e a interseccionalidade entre neurodivergência, gênero, raça e classe Autor(es): Santos, Camilla Grazielli Monteiro Nascimento Abstract: This dissertation analyzes the experiences of autistic women in higher education, focusing on the impacts of ableism on mental health, academic belonging, and academic retention. The research engages with an intersectional perspective that articulates neurodivergence, gender, race, and social class, mobilizing the second-generation social model of disability, the political relational model, and Feminist Disability Studies. The study adopts a qualitative approach inspired by phenomenological-existential perspectives, acknowledging the researcher's implication in the field under investigation. The investigation is organized into two axes: an integrative literature review and an institutional experience report. The review identified recent studies on autistic women in higher education, while the report analyzed institutional practices related to accessibility and academic belonging. The results highlight structural barriers associated with ableism, racism, misogyny, and social inequalities, present in processes of late diagnosis, social camouflaging, institutional invisibility, and the absence of intersectional retention policies. The predominance of biomedical models for understanding autism was also observed, accompanied by the individualization of responsibility for access and the naturalization of access fatigue. The analysis indicates that psychological distress and university dropout processes do not stem from autism itself, but rather from institutional conditions that restrict belonging, participation, and accessibility. The inclusion of autistic women in higher education requires institutional co-responsibility, intersectional policies, and academic environments that are accessible both sensorially and emotionally. Tue, 25 Aug 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26117 2026-08-25T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25832 Título: Sucessão em empresas familiares como sistema de contingências e metacontingências: proposta de uma matriz analítica comportamental Autor(es): Maynard, Luan Godinho Abstract: This dissertation investigates the empirical production on succession in family businesses, aiming to identify recurring themes, systematize analytical categories, and reinterpret them in light of Behavior Analysis. It is based on the premise that family business succession should not be focused solely on the formal transfer of leadership or assets, but as a complex process traversed by family, organizational, cultural, emotional, and behavioral dimensions. Methodologically, the research is characterized as qualitative, bibliographic, and theoretical-analytical, developed through a qualitative scoping review, inspired by the principles of PRISMA-ScR, associated with content analysis of the selected studies. From an initial survey of 29 academic works, 23 studies were selected to compose the final corpus, consisting of 18 dissertations, 4 theses, and 1 monograph. The analysis identified recurring characteristics such as founder centralization, low successor autonomy, intergenerational conflicts, lack of succession planning, influence of family values, the emotional dimension of succession, family-business overlap, and governance. These characteristics were organized into analytical categories and reinterpreted based on the concepts of contingency, reinforcement, rule control, avoidance, and metacontingency. As a result, a theoretical-interpretative analytical matrix is proposed, aimed at understanding the patterns that support or hinder generational transition in family businesses. Tue, 28 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25832 2026-07-28T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25667 Título: Capacitação de professores para o enfrentamento do racismo na escola: contribuições da Psicologia social Autor(es): Costa, Grasiela Santana Abstract: This dissertation aimed to describe a teacher training intervention study with basic education teachers to address racism in schools in Sergipe, Brazil. The specific objectives were (1) to identify whether basic education teachers recognize the existence of racism in schools and understand the importance of ethnic-racial socialization as a strategy to combat it; (2) to develop and provide training for public basic education teachers to confront racism; and (3) to present the methodological approaches, results, and discussions arising from the training program. To achieve these objectives, the dissertation was grounded in the Theory of EthnicRacial Socialization and organized into four chapters, followed by conclusions and final considerations. The first chapter presented a discussion based on the understanding of race and ethnicity processes related to the racialization and ethnicization of groups, as well as the different types of racism and their forms of expression in society and schools. The second chapter addressed the Theory of Ethnic-Racial Socialization and highlighted its importance within the school context. The third chapter presented an empirical study on basic education teachers’ perspectives regarding ethnic-racial socialization and the fight against racism, conducted through focus groups with 12 teachers from a public state basic education school. The data were analyzed using the Iramuteq software and the Descending Hierarchical Classification (DHC) method and interpreted through theories from Social Psychology. The results showed that, although teachers reported situations of racial discrimination, they tended to naturalize, minimize, or deny the existence of racism in schools, often justifying it as a form of joking. The findings also indicated that teachers perceived students’ behavior, family dynamics, and the community as the primary factors enabling racism, which contributes to reducing the school’s responsibility as an important agent in combating it. Finally, the fourth chapter outlined the methodological steps of the intervention training program entitled “Dialogues with Teachers for Continuous Anti-Racist Work in Schools,” carried out with basic education teachers from the State Education Network of Sergipe in partnership with the Observatory of Prejudices in Schools of Sergipe (OPPES). As a result of the training, teachers began to recognize racism within schools; however, they still faced difficulties in confronting it and believed that significant changes could be achieved through teacher training initiatives and the incorporation of anti-racist strategies into everyday school routines. The paths taken throughout this dissertation demonstrate the importance and necessity of interventions focused on ethnic-racial socialization in education, especially those involving teachers, in order to promote anti-racist education and combat the violence experienced by Black and Indigenous people. Nevertheless, it is expected that this study may contribute to the expansion of knowledge, as well as to the development of new intervention projects and public policies that promote anti-racist education through a deeper understanding of racism and its expressions, and through ethnic-racial socialization as an important means of enabling strategies to combat racism in schools. Wed, 19 Feb 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25667 2025-02-19T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25562 Título: Psiquiatria e ficção: ensaios críticos Autor(es): Rocha, Lucas Ribeiro Abstract: This dissertation articulates two objects, psychiatry and fiction, aiming to produce regions of indeterminacy and estrangement regarding the contemporary. It is through this geography of time — paying attention to the gray areas of history, with our backs turned to the future, and against the rules of monumental contracts — that we embark on essayistic adventures. There are two main paths of thought here. In the first section, we problematize the radically psychiatrized society currently found in Brazil; and we investigate the emergence of psychiatry in 19th-century France amidst the Enlightenment contradictions of the time — namely, the political and administrative difficulties in legitimizing the confinement and tutelage of the insane — in order to propose alternative strategies for a radical critique of the psychiatric medicalization (fictionalization) operation. Instead of unmasking the fiction of psychiatry in a denunciatory and moral tone, we aim to understand its means of producing meaning, so as to map, interrupt, and dismantle its political-fictional monument in the present. After all, Robert Castel reminds us that psychiatry is nothing more than a political science. In the second section, we use fiction to scientifically root around the provenances of our current catastrophe: the overwhelming setbacks of the Brazilian psychiatric reform and the brutal psychiatrization of our social fabric. Thus, we establish relations of proximity between two houses. On one side, the Casa Verde (Green House), a fictional formulation by Machado de Assis representing the asylum technological apparatus that marks the constitution of psychiatry in Brazil, linked to a European — mainly French — paradigm. On the other side, the White House, the imperialist headquarters and condenser of psychiatric mutations in the West after World War II, which uses community and preventive psychiatry as a paradigmatic model for global export and colonization. Amidst these borders, inspired by Franca Ongaro Basaglia and Franco Basaglia, Trieste (the host city of the inventive experience of the Italian psychiatric reform) is bracketed. The goal is to open up a new indeterminacy to be collectively experienced by the Brazilian movements fighting against asylums and psychiatry. These and other possible technologies for visualizing and narrating phenomena ultimately lead us to displace the concept of deinstitutionalization: it is not enough to deinstitutionalize the asylum, madness, or other artifacts that sustain psychiatry and make it operate in society; it is necessary, in fact, to deinstitutionalize psychiatry, the institution itself. This implies promoting its abolition in society, in articulation with penal abolitionism. Fri, 13 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25562 2026-02-13T00:00:00Z