Résumé
A disseminação da Coronavirus Disease 2019 foi classificada como pandemia em março de 2020, desencadeando uma grave crise. São inúmeros os fenômenos advindos desse momento inédito na história recente, diante dos quais a Psicologia Escolar tem muito a contribuir como área de produção científica, pesquisa e intervenção. Este artigo teórico teve como objetivo apresentar reflexões críticas sobre ações, reações e prospecções da área na pandemia. Foram apresentados levantamentos da literatura nacional e internacional no período e contribuições teóricas e reflexivas para a atuação em Psicologia Escolar destacando temas como: inclusão escolar, atuação institucional e formação continuada. As conclusões evidenciaram que, embora a pandemia da Coronavirus Disease 2019 tenha criado desafios ao psicólogo escolar, houve inúmeras transformações e avanços, como o fortalecimento das pessoas que permaneceram, corajosamente, trabalhando, ensinando e aprendendo. Os temas discutidos forneceram indicadores potentes de resistência na perspectiva de uma cultura do sucesso escolar para além do período pandêmico.
The spread of Coronavirus Disease 2019 triggered a serious crisis and was classified as a pandemic in March 2020. Countless phenomena arose from this unprecedented event in recent history. In this connection, School Psychology has much to contribute as an area of scientific production, research and intervention. This theoretical article aimed to present critical reflections on actions, reactions and investigations in the area during the pandemic. Surveys of national and international literature in the period and theoretical and reflective contributions to the work in School Psychology were presented, highlighting topics such as: school inclusion, institutional work and continuing education. The conclusions showed that, although the Coronavirus Disease 2019 pandemic has created challenges for the school psychologist, a number transformations and advances have occurred such as the strengthening of the spirit of people who courageously remained working, teaching and learning. The topics discussed provided powerful indicators of resistance from the perspective of a school success culture extending beyond the pandemic period.
Sujets)
Psychologie , , Formation continue , PandémiesRésumé
Objetivo: Analizar las características que adopta la Inserción y desempeño laboral así como el Desarrollo profesional de las egresadas(os) del Plan Único de Especialización en Enfermería (PUEE) de la ENEO-UNAM. Marco Teórico. Inserción Laboral es un término usado para referirse al proceso de incorporación de los individuos a la actividad económica. El desarrollo profesional, es el fruto de la carrera, comprende los aspectos que enriquecen a la persona con vistas hacia el logro de metas dentro de la organización. El desempeño institucional incluye acciones o comportamientos de los empleados, relevantes para con los objetivos de la organización medidos en términos de competencias y niveles de contribución. Metodología. Estudio descriptivo y transversal, las variables de la inserción laboral fueron: Centro/institución de trabajo, categoría, antigüedad, salario y funciones principales. Las dimensiones del desarrollo profesional fueron: responsabilidad, autonomía, trabajo en equipo y posicionamiento. Las del desempeño Institucional: características de la Institución empleadora, satisfacción con el desarrollo profesional del egresado, y vinculación con la ENEO. La muestra fue de 417 egresados y trece instituciones encuestadas. Para el Desempeño Institucional se aplicaron 86 cuestionarios, a personal directivo de enfermería tanto de instituciones públicas como privadas. Resultados. La Inserción laboral mostró que la actividad principal desarrollada por los egresados es la atención directa, en Desarrollo Profesional los egresados perciben que la especialidad les habilitó para actuar con responsabilidad, autonomía, y trabajar en equipo, pero en el ámbito laboral el reconocimiento es limitado. El perfil del egresado coincide con lo requerido por las instituciones empleadoras y el desempeño es percibido como bueno.
Objective: Analyze the characteristics of the processes of labor market integration and performance, as well as professional development in the graduates from the Unique Plan of Specialization in Nursing (UPSN) of the ENEO-UNAM. Theoretical Frame: Labor market integration is a term commonly used to refer the process of incorporating individuals into the economic activity. Professional development is the fruit of the career and includes the aspects which enrich the person towards the achievement of goals within the organization. Institutional development includes the actions or behaviors of the employees which are relevant to the objectives of the organization, and which can be measured in terms of competences and contribution levels. Methodology: This is a basic and descriptive study and the measured variables of labor market integration were; center/institution of work, category, seniority, salary, and principal functions; the dimensions of professional development were; responsibility, autonomy, team-work, and position; and the dimensions of institutional performance were; employer characteristics, satisfaction with the graduate's professional performance, and bonds with the ENEO. The sample included 417 graduates from the UPSN, and 13 institutions. To collect data related to institutional performance, 86 questionnaires were given to the directive nursing staff of both the public and private institutions. Results: labor market integration showed that the graduate's principal activity is direct attention. In relation to professional development, graduates perceive that their specialties enable them to perform with responsibility and autonomy, and to work in teams, but also that the acknowledgement is limited. The graduate's profile fits that required from the employer institutions, with a performance perceived as good.