Tutoria no ensino médio de Sergipe: percepções docentes, impactos na saúde e construção de materiais psicoeducativos

Abstract

Tutoring is a role in which teachers closely monitor students' academic and personal trajectories, which may expose them to emotional demands. The lack of specific training, the development of socio-affective bonds, and the frequent contact with sensitive issues are some of the challenges inherent to this practice. In this context, the general objective of this dissertation was to investigate the possible implications of tutoring for teachers’ health, based on the perceptions of tutor teachers, aiming at the development of psychoeducational materials on adolescent mental health. The dissertation comprises three studies. The first is a theoretical-critical analysis that sought to identify factors within the tutoring role that may contribute to physical and mental strain among teachers. The second study investigated teachers' perceptions of tutoring through semi-structured interviews analyzed with the IRAMUTEQ software. Five thematic categories emerged: tutoring responsibilities, difficulties and health impacts, training, emotional experiences, and psychological demands of students. The results highlight the emotional burden involved in the tutoring role and the lack of adequate preparation reported by many participants. Finally, the third study describes the development and validation process of four psychoeducational booklets addressing adolescent mental health topics: depression, self-injury, suicidal behavior, and anxiety. The materials were evaluated by experts and teachers, achieving high content validity indexes. It is concluded that, although tutoring is relevant for student support, it may pose risks to teachers’ health, reinforcing the need for proper training and institutional support. The developed booklets are promising tools for promoting mental health literacy in school settings.