DSpace Coleção: PPGPS

"O bagulho ficou doido": as (re)xistências juvenis no sistema socioeducativo

2026-06-04T06:11:23Z

Título: "O bagulho ficou doido": as (re)xistências juvenis no sistema socioeducativo Autor(es): Mendes, Mayara Ellen Morais de Oliveira Orientador: Alberto, Maria de Fatima Pereira Abstract: The reality of adolescents and youngs deprived of their liberty in Brazilian juvenile detention centers is marked not only by the violation of rights in the present, but also by a history of various types of violence prior to detention. In this sense, rebellions are events that permeate the daily life of the units. The concept of resistance is used to analyze the rebellions as social movements of youth with whom the law comes into conflict, in a confrontation with the contradictions of capitalist society. It also talks about the juvenile experiences in the contexts of development from the perspective of Vygotsky's Cultural-Historical Psychology to understand how these forms of violence occur in social relations, being internalized and starting to guide the development. In light of this, the general objective of this research is to analyze the rebellions that take place in detention units for adolescents and young people who come into conflict with the law, under the assumption that they are forms of expressions and reactions to domination. To reach the objectives, a qualitative research was carried out, composed of a documental research and open interviews with social actors that are part of the Socioeducation Policy in Paraíba, Brazil. For analysis we proceeded with the Constant Comparative Analysis made with the support of the MaxQDA Software. The results inform that the rebellions occur in the form of a process and taking place in a context of daily and incessant violations, being motivated by various elements such as power relations, feelings of revolt against reality and the desire for freedom. They give rise to experiences determined by the domination of juvenile affections, that are considered inadequate. Thus, the analyses indicate that rebellions are movements of juvenile resistance against the experience of a context of violations of rights and domination of their affections, which, when reaching the limit of the unbearable, culminate in acts of revolt against oppressive structures. Editor: Universidade Federal da Paraíba Tipo: Dissertação

Impactos distais e proximais da mídia de super-heróis na agressividade e pró-sociabilidade

2026-05-18T06:07:44Z

Título: Impactos distais e proximais da mídia de super-heróis na agressividade e pró-sociabilidade Autor(es): Santos, Isabella Leandra Silva Orientador: Pimentel, Carlos Eduardo Abstract: Superhero media (SMM) portrays characters that serve as examples of the “ideal” human being, defending ideals such as helping and justice. On the other hand, SMM is an example of prosocial violent media, where aggression is used as a means of help. In this sense, how does the combination of positive and negative elements impact the audience? Thus, this research aimed to investigate the impacts of SMM on aggressive and prosocial behavior. To achieve this, a series of ten theoretical, correlational, experimental, and intervention studies were developed. In summary, positive impacts of SMM consumption on aggression and pro-social behavior were observed, replicated in both the correlational and experimental studies. Specifically, different moderators and mediators affect the probability of distinct consequences: when SMM impacts the state of empathy and the moral justification of violence, positive indirect effects on prosocial behavior are observed; on the other hand, aggression intention moderates the relationship between SMM consumption and this behavior. Finally, the intervention studies showed that, when focused on helping rather than violence, SMM are an effective tool in promoting positive behaviors among adolescents and young adults. In summary, these results indicate that the impacts of SMM are complex and require further investigation. This research contributes to the topic through data collected using diverse methods, as well as the development of multiple instruments and three intervention protocols, which showed favorable results regarding the use of SMM in promoting prosocial behavior and empathy. Editor: Universidade Federal da Paraíba Tipo: Tese

"Eu sou antes de mais nada uma psicóloga": trabalho e desenvolvimento adulto de psicólogas do Sistema Nacional de Emprego

2026-05-11T06:05:05Z

Título: "Eu sou antes de mais nada uma psicóloga": trabalho e desenvolvimento adulto de psicólogas do Sistema Nacional de Emprego Autor(es): Silva, Melyssa Thaís Rodrigues da Orientador: Alberto, Maria de Fatima Pereira Abstract: This dissertation aimed to analyze the production of the professional genre of psychology professionals working as SINE (National Employment System) technicians in a city in the Northeast. In recent years, there has been an evolution in developmental psychology, especially in Cultural-Historical Psychology (CHP), which seeks to understand human development throughout life, influenced by cultural signs and guiding activities such as work. To conduct this research, the theoretical framework of Cultural-Historical Psychology and the Clinic of Activity was used. The research is justified by the lack of regulation for the practice of psychology in SINE offices, despite its established presence in related areas regulated by the Federal Council of Psychology. The methodology involved conducting individual interviews and participant observations, resulting in the production of field diaries. The data were analyzed using the MaxQDA software. The results of this dissertation were organized into articles: The Role of Psychology in the National Employment System, which found that psychology plays a significant role in career guidance and labor intermediation; Does Work Develop? Work Trajectories and Qualifications of SINE Psychologists, which develops the idea that real and concrete workspaces generate professional development through activity; and Professional Genre and Stylization in the Work of SINE Psychologists: Approaches from the Clinic of Activity, which found that there is a reasonably stable professional genre, and the stylization process gives rise to a sub-genre related to work and organizational psychology within public policy. Finally, psychology has contributed to the SINE space through a practice linked to a social perspective, with the potential for greater involvement in these settings. This dissertation concludes with an expanded perspective on the role of psychology in SINE, consolidating a field that is often questioned as part of psychological knowledge.; Resumén Esta disertación tuvo como objetivo analizar la producción del género profesional de los/as profesionales de la psicología que trabajan como técnicos del SINE (Sistema Nacional de Empleo) en una ciudad del noreste. En los últimos años, ha habido una evolución en la psicología del desarrollo, especialmente en la Psicología Histórico-Cultural (PHC), que busca comprender el desarrollo humano a lo largo de la vida, influenciado por signos culturales y actividades guía, como el trabajo. Para llevar a cabo esta investigación, se utilizó el marco teórico de la Psicología Histórico-Cultural y la Clínica de la Actividad. La investigación se justifica por la falta de regulación para la práctica de la psicología en las oficinas del SINE, a pesar de su presencia consolidada en áreas relacionadas y reguladas por el Consejo Federal de Psicología. La metodología utilizada incluyó la realización de entrevistas individuales y observaciones participantes, lo que generó la producción de diarios de campo. Los datos fueron analizados con la ayuda del software MaxQDA. Los resultados de esta disertación se organizaron en formato de artículos: El Rol de la Psicología en el Sistema Nacional de Empleo, donde se encontró que la psicología desempeña un papel destacado en la orientación profesional y la intermediación laboral; ¿El Trabajo Desarrolla? Trayectorias Laborales y Cualificación de Psicólogos/as del SINE, que desarrolla la idea de que los espacios de trabajo reales y concretos generan el desarrollo de estos/as profesionales a través de la actividad; y Género Profesional y Estilización en la Actuación de Psicólogos/as del Trabajo en el SINE: Aproximaciones desde la Clínica de la Actividad, donde se constató que existe un género profesional relativamente estable, y el proceso de estilización da lugar a un subgénero profesional relacionado con la psicología del trabajo y las organizaciones dentro de la política pública. Finalmente, la psicología ha contribuido al espacio del SINE a través de una actuación vinculada a una perspectiva social, con potencial para una mayor participación en estos espacios. Esta disertación concluye con una perspectiva ampliada sobre el papel de la psicología en el SINE, consolidando un campo que a menudo se cuestiona como parte del saber psicológico. Editor: Universidade Federal da Paraíba Tipo: Dissertação

“O que vão pensar de mim?”: relação entre orientação para comparação social, fenômeno do impostor e a procrastinação acadêmica em universitários

2026-03-05T06:10:35Z

Título: “O que vão pensar de mim?”: relação entre orientação para comparação social, fenômeno do impostor e a procrastinação acadêmica em universitários Autor(es): Pereira, Rayssa Soares Orientador: Fonseca, Patrícia Nunes da Abstract: Academic procrastination is a common behavior among universities and can act as a maladaptive response to the context, manifesting itself as a strategy to deal with the difficulties arising from expectations and the demand for good performance. This behavior can be enhanced by the tendency to make social comparisons, the characteristics of which influence the emergence of impostor experiences. In this way, the impostor phenomenon functions as a mediating variable between social comparison orientation and academic procrastination. The general objective of this thesis is to analyze to what extent social comparison orientation and the impostor aspect explain academic procrastination.To achieve this, the thesis consists of three articles: Article 1: carried out a theoretical review on the conceptual and empirical contributions of social comparison and the impostor phenomenon in explaining academic procrastination. Evidence suggests that the constructs addressed are significant variables for understanding how the impostor phenomenon and social comparison, when considered together, can contribute to the development of academic procrastination. Article 2: gathered evidence of validity and accuracy of the Behavioral and Emotional Academic Procrastination Scale (BEAPS) for the Brazilian context. Two studies were carried out: the first was exploratory, with 238 participants (age = 24.65; SD = 7.74), 53.7% women, from public (52.1%) and private (47%) institutions in the state of Paraíba. A 6-item bifactor structure was suggested (3 items per factor), with adequate reliability indices: Delay: α and ω = 0.83; Subjective Discomfort: α= 0.86. The second was confirmatory, with 218 participants (age = 24.17; SD = 7.85), 63% women, from public (72.9%) and private (27.9%) institutions in the state of Paraíba. The confirmatory analyses (CFAs) indicate satisfactory indicators in the bifactor model: (CFI = 0.99, TLI = 0.98, RMSEA (90%CI) = 0.07), with adequate reliability indices: Subjective Discomfort: α and ω = 0.91 and Delay: α and ω = 0.86. Evidence of external validity was also gathered, resulting in positive and significant relationships (p < 0.001) with the Tuckman Procrastination measures (Subjective discomfort: r = 0.27; Delay: r = 0.76), Impostor Phenomenon (Subjective Discomfort: r= 0.44; Delay: r= 0.45) and Social Comparison (Aptitude: Subjective Discomfort: r = 0.21; Delay: r = 0.37; Opinion: Subjective Discomfort: r = 0.14; Delay: r= 0.30). The results suggest that university students more affected by symptoms of impostorism and social comparison tend to use academic procrastination as an avoidance strategy and to manifest distorted beliefs about their abilities, since the cognitive component may be linked to emotional maladjustments. It is concluded that the BEAPS is a parsimonious measure, with psychometric evidence, useful for assessing AP and its correlates. Finally, Article 3 tested an explanatory model of academic procrastination, verifying the mediating role of the impostor phenomenon in the relationship between social comparison orientation and academic procrastination. The participants were 362 university students (age 24.26; SD=7.57), mostly women (53.5%), from Paraíba (91.8%), from public (68.7%) and private (31.3%) institutions. The correlations and regressions were positive and significant (p < 0.001), which made it possible to test two mediation models: 1) the impostor phenomenon as a (partial) mediator of the relationship between social comparison orientation (aptitude) and academic procrastination (delay model) [b = 0.26 (95% BCa CI = 0.17 / 0.36)]; 2) the impostor phenomenon as a (total) mediator of the relationship between social comparison orientation (aptitude) and academic procrastination (subjective discomfort model) [b = 0.25 (95% BCa CI = 0.16 / 0.34)]. In addition, there is evidence of a difference between the levels of subjective discomfort of academic procrastination, in which women may suffer more subjective discomfort during procrastination than men. It is concluded that the objectives of the thesis were achieved, indicating that social comparison and the impostor phenomenon are important variables in explaining academic procrastination among university students. It is hoped that the results will direct researchers, professionals and other interested parties to investigate the implications of the relationship between the variables, broadening the theoretical-practical discussion to foster effective educational and psychological interventions to mitigate the negative effects of academic procrastination among university students.; RESUMEN. La procrastinación académica es un comportamiento común entre los universitarios y puede actuar como una respuesta desadaptativa al contexto, manifestándose como una estrategia para hacer frente a las dificultades derivadas de las expectativas y la exigencia de un buen rendimiento. Este comportamiento puede verse potenciado por la tendencia a realizar comparaciones sociales, cuyas características influyen en la aparición de experiencias impostoras. De este modo, el fenómeno del impostor funciona como una variable mediadora entre la orientación a la comparación social y la procrastinación académica. El objetivo general de esta tesis es analizar en qué medida la orientación de comparación social y el aspecto impostor explican la procrastinación académica. Para ello, la tesis se compone de tres artículos: Artículo 1: realiza una revisión teórica de las aportaciones conceptuales y empíricas de la comparación social y el fenómeno del impostor en la explicación de la procrastinación académica. La evidencia sugiere que los constructos abordados son variables significativas para comprender cómo el fenómeno del impostor y la comparación social, cuando se consideran conjuntamente, pueden contribuir al desarrollo de la procrastinación académica. Artículo 2: reunió evidencias de la validez y precisión de la Escala Comportamental y Emocional de Procrastinación Académica (BEAPS) para el contexto brasileño. Se realizaron dos estudios: el primero fue exploratorio, con 238 participantes (edad = 24,65; DE = 7,74), 53,7% mujeres, de instituciones públicas (52,1%) y privadas (47%) del estado de Paraíba. Se propuso una estructura bifactorial de 6 ítems (3 ítems por factor), con índices de fiabilidad adecuados: Demora: α y ω = 0,83; Malestar Subjetivo: α= 0,86. La segunda fue confirmatoria, con 218 participantes (edad = 24,17; DE = 7,85), 63% mujeres, de instituciones públicas (72,9%) y privadas (27,9%) del estado de Paraíba. Los análisis confirmatorios (AFC) indican indicadores satisfactorios en el modelo bifactorial: (CFI = 0,99, TLI = 0,98, RMSEA (90%CI) = 0,07), con índices de fiabilidad adecuados: Malestar subjetivo: α y ω = 0,91 y Retraso: α y ω = 0,86. También se recogieron evidencias de validez externa, resultando relaciones positivas y significativas (p < 0,001) con las medidas de Procrastinación de Tuckman (Malestar subjetivo: r = 0,27; Retraso: r = 0,76), Fenómeno del Impostor (Malestar subjetivo: r = 0,44; Retraso: r = 0,45) y Comparación Social (Aptitud: Malestar subjetivo: r = 0,21; Retraso: r = 0,37; Opinión: Malestar subjetivo: r = 0,14; Retraso: r = 0,30). Los resultados sugieren que los estudiantes universitarios más afectados por síntomas de impostorismo y comparación social tienden a utilizar la procrastinación académica como estrategia de evitación y manifiestan creencias distorsionadas sobre sus capacidades, ya que el componente cognitivo puede estar vinculado a desajustes emocionales. Se concluye que la BEAPS es una medida parsimoniosa, con evidencia psicométrica, útil para evaluar la PA y sus correlatos. Finalmente, el artículo 3 puso a prueba un modelo explicativo de la procrastinación académica, verificando el papel mediador del fenómeno del impostor en la relación entre la orientación a la comparación social y la procrastinación académica. Los participantes fueron 362 estudiantes universitarios (edad 24,26; DE=7,57), en su mayoría mujeres (53,5%), de Paraíba (91,8%), de instituciones públicas (68,7%) y privadas (31,3%). Las correlaciones y regresiones fueron positivas y significativas (p < 0,001), lo que permitió probar dos modelos de mediación: 1) el fenómeno del impostor como mediador (parcial) de la relación entre la orientación a la comparación social (aptitud) y la procrastinación académica (modelo del retraso) [b = 0,26 (IC 95% BCa = 0,17 / 0,36)]; 2) el fenómeno del impostor como mediador (total) de la relación entre la orientación a la comparación social (aptitud) y la procrastinación académica (modelo del malestar subjetivo) [b = 0,25 (IC 95% BCa = 0,16 / 0,34)]. Además, es evidente la diferencia entre los niveles de malestar subjetivo de la procrastinación académica, en la que las mujeres pueden sufrir más malestar subjetivo durante la procrastinación que los hombres. Se concluye que los objetivos de la tesis fueron alcanzados, indicando que la comparación social y el fenómeno del impostor son variables importantes en la explicación de la procrastinación académica entre estudiantes universitarios. Se espera que los resultados conduzcan a investigadores, profesionales y otras partes interesadas a investigar las implicaciones de la relación entre las variables, ampliando la discusión teórico-práctica para fomentar intervenciones educativas y psicológicas eficaces para mitigar los efectos negativos de la procrastinación académica entre los estudiantes universitarios. Editor: Universidade Federal da Paraíba Tipo: Tese