A ROTINA ESCOLAR DOS ESTUDANTES DO ENSINO MÉDIO INTEGRADO DO IF GOIANO E OS FATORES DE RISCO PARA O ESTRESSE: UM ESTUDO DE CASO NO CAMPUS IPORÁ

Abstract

The school routine of Integrated High School (IHS) students is a reflex of the extensive workload necessary for professional formation, and can bring along the risk of stress. It represents one of the major challenges to school success, as pointed out by students themselves in Institutional Research made in 2018 by the Permanence and Success of the Goiano Federal Institute (IF Goiano), Iporá campus. According to census data from the National Institute of Educational Studies and Research Anísio Teixeira, INEP (BRASIL, 2021), people who attend IHS in the Federal Institutes (FI) web are mostly teenagers, and that is the phase that, due to historical and social context, presents vulnerabilities for development of stress which, by its turn, favors other illnesses and may lead to school failure. Thus, the general goal of this research was to analyze the aspects of school routine that make up risk factors for stress among IHS teenage students from IF Goiano, campus Iporá. In order to do that, it was developed in three stages for this qualitative study: literature review, case study and proposal to elaborate an educational product. The literature review stage consisted in the search in electronic databases for studies on school routine, stress and adolescence. In the second stage, that of the case study, data were collected in institutional documents that regulate school grid and school routine, such as Courses Pedagogical Projects (CPP), Permanence and Success Research Reports and semi-structured interviews with teachers who work at IHS, students up to 18 years old and pedagogues who work at the research place. In the third stage, it was developed an educational product in the form of an e-book, whose goal is to guide students on strategies to prevent stress, contributing, as such, to an omnilateral formation of these young teenagers who are preparing for professional life and to face the challenges of contemporary life. For the data analysis, the categorical analysis proposed by Bardin (2011) was used, which allowed the conclusion that school routine of campus Iporá IHS is part of the structure of social functioning and reproduces its characteristics. The excess of activities, exaggerated demands for performance, little time for leisure and sport and the discrimination against students with learning deficit are present risk factors, while the actions that aim at softening the impacts of these factors exist, but could be more articulated to be more efficient at preventing school stress.