Emoções na mochila: a arteterapia como potência criativa para a promoção da saúde mental de estudantes do ensino médio

Abstract

It is increasingly perceived in educational practice the necessity for spaces and pedagogical practices that enable education in its integral sense, reaching aspects related to mental health and its possibilities. In this context, the present research aimed to investigate the action of Art Therapy on the mental health of High School students in a state Public School in the city of Alegrete/RS. For this, practices in art therapy were developed, to assist in processes involving the mental health of High School students during their trajectories at this level of education (from entry to completion of this stage). Regarding the research, it has a qualitative approach and, procedurally, an intervention research, according to Art Therapy assumptions. The methodological route included the application of DASS 21 - The Depression, Anxiety, and, Stress Scale, which indicated the class participating in the interventions in Art Therapy. From the intervention of Art Therapy, qualitative data was conveyed through students' records in emotion notebooks. The emotions notebook records were analyzed using Bardin's content analysis in the first year. The analysis categorized the emotions into specific stages to evaluate the quality of interpersonal, intrapersonal, and in-school environment relations. In the second and third years of the study, the data were analyzed using a free reporting instrument, sense's versions. The results of this research revealed that the proposal of interventions in Art Therapy in the school context contributes to the processes of emotional self-regulation. In addition, the need for welcoming spaces, to listen, and dialogue that promote mental health, was evidenced. In summary, the results of the thesis revealed that the development of the workshop, considering elements of Art Therapy, allowed a more attentive look at the students' emotions and made evident the importance of spaces to listen and dialogue in the school environment.