Programa Virando o Jogo (CTGP) – Superação: Intervenção Psicossocial para Jovens em Vulnerabilidade

Autores

DOI:

https://doi.org/10.20435/pssa.v1i1.2619

Palavras-chave:

juventude, jovens, epidemiologia, programas de inovação, vulnerabilidade social

Resumo

Objetivo: Descrever escopo do Projeto Virando o Jogo – Programa Superação, realizado com jovens de 15 à 19 anos fora da escola e do mercado de trabalho formal em Fortaleza, CE, e analisar perfil de atendidos pela intervenção. Metodologia: Estudo descritivo, com análise de dados secundários da plataforma JotForms, registro das intervenções realizadas por psicólogos e assistentes sociais, de 2020 a 2022. Intervenções alicerçadas na perspectiva da psicologia social e ciências sociais. Resultados: Total foram atendidos 1516 jovens e realizados 444 grupos, 413 visitas domiciliares e 72 encontros com cuidadores. Principal motivo para atendimento psicossocial relacionado a transtornos emocionais, com 171 registros (depressão+ideação suicida+ansiedade). Conclusão: Escuta qualificada de jovens propicia a compreensão dos problemas mais relevantes, que dificultam suas relações familiares e sociais. Intervenções inovadoras com jovens e familiares, em situação de vulnerabilidade social, são necessárias para minimizar os conflitos internos e melhorar o padrão socioemocional.

Biografia do Autor

Jaína Linhares Alcantara, Universidade Federal do Ceará (UFC)

PhD in Social Sciences from the Federal University of Bahia. Master in Social Anthropology from the Federal University of Rio Grande do Norte. Bachelor in Social Sciences from the State University of Ceará. Substitute professor in the Department of Social Sciences at the Federal University of Ceará. Researcher with a scholarship from the Chief Scientist Program, FUNCAP – CE – Virando o Jogo Project.

Danyelle Nilin Gonçalves, Universidade Federal do Ceará (UFC)

PhD and Master in Sociology from the Federal University of Ceará (UFC). Graduated in Social Sciences from UFC. Professor at UFC, Department of Social Sciences. Researcher with a scholarship from the Chief Scientist Program, FUNCAP-CE.

Alesandra de Araújo Benevides, Universidade Federal do Ceará (UFC)

PhD in Economics from the Federal University of Ceará (UFC). Master in Economics and a degree in Social Communication from UFC. PhD Professor at UFC, Sobral Campus. Postdoctoral fellow, Chief Scientist Program, FUNCAP.

Ricardo Hugo Gonzalez, Universidade Federal do Ceará (UFC)

PhD in Public Health from the Federal University of Ceará. Master in Human Movement Sciences from the Federal University of Rio Grande do Sul (UFRGS). Specialist in Aquatic Activities from UNOPAR. Graduated in Full Degree in Physical Education from the United Faculties of Administration, Accounting and Economic Sciences of Palmas - Parana. Researcher with a scholarship from the Chief Scientist Program, FUNCAP – CE, Virando o Jogo Project.

Raquel Barreira Rolim, Universidade de Fortaleza (UNIFOR)

Post-doctorate with a CNPq/FUNCAP research scholarship for Scientific and Regional Development, linked to the Department of Postgraduate Studies in Psychology at the Federal University of Ceará. PhD in Psychology "Psychopathology and Psychanalysis" from the Université Paris Diderot, Sorbonne Paris. Master in Psychology "Clinical Practices of the Body and Psychanalytic Anthropology" from the University of Paris Diderot, Sorbonne Paris. Graduated in Psychology from the University of Fortaleza. Researcher with a scholarship from the Chief Scientist Project - FUNCAP - CE, Virando o Jogo Project.

Alexandre Kerr Pontes, Universidade de Fortaleza (UNIFOR)

PhD (sandwich modality) from the University of the Republic of Uruguay (UDELAR) with the Historical and Political Foundations of Practices in Psychology Program. PhD in Psychology from the Federal University of Rio de Janeiro (UFRJ). Master in Psychology from the Federal University of Ceará (UFC). Graduated in Psychology from UFC. Researcher with a scholarship from the Chief Scientist Program, FUNCAP – CE, Virando o Jogo Project.

Mariana López Matias, Universidade de Fortaleza (UNIFOR)

PhD in Social Policy from the University of Brasília (UNB), with a Sandwich Doctorate Internship/CAPES at Ryerson University, Toronto, Canada. Master in Social Work from the Federal University of Pernambuco (UFPE). Specialist in City Management and Social Projects from the State University of Ceará (UECE). Social Worker from UFPE. Researcher with a scholarship from the Virando o Jogo Project – FUNCAP.

Janaina Oleinik Moura Rosa, Universidade Federal do Ceará (UFC)

Master in Computer Science from PUC-Rio with research experience at EPFL (École Polytechnique Federale de Laussane, Switzerland). Graduated in Computer Engineering from Universidad Catolica Nuestra Senora de La Asunción. Specialist in Data Analysis and founder of Nex2me. Researcher with a scholarship from the Virando o Jogo Project – FUNCAP.

Yuri Valentim Carneiro Gomes, Universidade Federal do Ceará (UFC)

Undergraduate in Medicine from the Federal University of Ceará (UFC). Scholarship holder of the Virando o Jogo Project.

Maria Suelly Nogueira Pinheiro, Universidade Federal do Ceará (UFC)

Undergraduate in Medicine at the Federal University of Ceará (UFC). Grant holder of the Virando o Jogo Project.

Carla Melo da Escóssia, Governo do Estado do Ceará (GovCE)

PhD in Sociology from the Federal University of Ceará. Master's degree in Sociology from the École des Hautes Études en Sciences Sociales. Bachelor's degree in Social Work from the State University of Ceará. Special Advisor to the Governor, Government of the State of Ceará, Fortaleza, CE.

Marcia Maria Tavares Machado, Universidade Federal do Ceará (UFC)

Post-doctorate at the Harvard School of Public Health. PhD in Community Health Nursing from the Federal University of Ceará (UFC). Master's degree in Public Health and bachelor's degree in Nursing from UFC. Associate Professor in the Department of Public Health, School of Medicine, Federal University of Ceará. Chief Scientist (SPS), FUNCAP.

Referências

Álvarez, H. G. (2016). Young people who study in Chile (NINI): An Study of its Determinants. Thesis to opt for a Master's degree in Public Policy. University of Chile.

Araújo, I. A. A. (2020). Pedagogical Practices and Gender Studies: Valuing Diversity and Promoting a Culture of Peace (Dissertação de Mestrado em Psicologia, Centro Universitário de Brasília).

Balarezo López, G. (January-July, 2019). Generation of children: Young people who study or work. Paideia XXI, 9(1), 77–103. DOI: https://doi.org/10.31381/paideia.v9i1.2266

Barriga Clavijo, M. L., & Castillo Robayo, C. D. (2017). Young people who don't study or work in Colombia. Economy and Public Policies, 5(2), 59–92. https://sites.google.com/site/economiaepoliticaspublicas/n%C3%BAmeros-anteriores/v-5-2-2o-semestre-de-2017 .

Benjet C., Hernández-Montoya D., Borges G., Méndez E., Medina-Mora M. E., & Aguilar- Gaxiola S. (2012). Youth who neither study nor work: Mental health, education and employment. Salud Publica Mexico, 54, 410–417. DOI: https://doi.org/10.1590/S0036-36342012000400011

Brotfeld, C., & Berger, C. (2020). The role of empathy and openness in the intimacy of adolescent friendships. Revista de Psicología, 29(2), 26–39. https://www.scielo.cl/scielo.php?pid=S0719-05812020000200026&script=sci_abstract&tlng=en https://doi.org/10.5354/0719-0581.2020.52231 DOI: https://doi.org/10.5354/0719-0581.2020.52231

Cardoso, G., & Hermeto, A. (2021). Detailing the activity profile of Brazilian young people who do not study or work: The role of job seeking and household chores. Brazilian Journal of Population Studies, vol. 38, 1–20 https://www.scielo.br/j/rbepop/i/2021.v38/ https://doi.org/10.20947/S0102-3098a0164 DOI: https://doi.org/10.20947/S0102-3098a0164

Every Life Matters Committee, & ALECE. (2017). Every Life Matters Report.

Every Life Matters Committee, & ALECE. (2020). Every Life Matters Report.

De Paula, L. D., & Branco, A. U. (2022). Deconstructing prejudice in schools: The role of dialogical practices. Psychology Studies (Campinas), vol. 39, e200216. https://doi.org/10.1590/1982-0275202039e200216en DOI: https://doi.org/10.1590/1982-0275202039e200216en

Fundo das Nações Unidas para a Infância [UNICEF]. (2008). Strengthening family skills. https://www.unicef.org/brazil/fortalecimento-das-competencias-familiares

Gutiérrez García, R. A.; Martínez, K. I.; Pacheco Trejo, A. Y. (2014). Young people who don't study or work in Mexico. Enseñanza e Investigación en Psicología, 19(2), 1–12. https://www.redalyc.org/articulo.oa?id=29238007007

Harris, J. M., Ciorciari, J., & Gountas, J. (2019). Consumer neuroscience and digital/social media health/social cause advertisement effectiveness. Behavioral Sciences, 9(4), 42. https://doi.org/10.3390/bs9040042 DOI: https://doi.org/10.3390/bs9040042

Holanda M., K. (Org.) (2023). Child and adolescent mental health in public institutional contexts (1ª ed.). Graphic Expression and Publishing.

Instituto de Pesquisa e Estatística Econômica do Ceará. (2018). Quarterly youth bulletin. Government of the State of Ceará. www.ipece.ce.gov.br

Instituto de Pesquisa e Estatística Econômica do Ceará. (2021). Quarterly Youth Bulletin. Government of the State of Ceará. www.ipece.ce.gov.br

Martino-Bermúdez, M., & López, F. (2017). Young people who don't study or work in Uruguay. The experience of the Youth Program in Red. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 15(2), 861–876. https://doi.org/10.11600/1692715x.1520502032015 DOI: https://doi.org/10.11600/1692715x.1520502032015

Organização para Cooperação e Desenvolvimento Econômico. (2023). Education at a Glance 2023: OECD Indicators. https://doi.org/10.1787/e13bef63-en DOI: https://doi.org/10.1787/e13bef63-en

Pereira- Guizzo, C. S., Del Prette, A., Del Prette, Z. A. P., & Leme, V. B. R. (2018). Social skills program for teenagers in preparation for work. School and Educational Psychology, 22(3), 573–581. https://doi.org/10.1590/2175-35392018035449 DOI: https://doi.org/10.1590/2175-35392018035449

Piagentini, S., & Camargo, E. A. O. (2018). Neurosciences, Yoga and Education. Revista de Pós-Graduação Multidisciplinar – RPGM, 1(3), 237–250.

Instituto Brasileiro de Geografia e Estatística. (2022). Pesquisa Nacional por Amostra de Domicílios Contínua – PNAD-c.

Prefeitura de Fortaleza. (2010). Human development, by neighborhood, in Fortaleza. http://www.fortaleza.ce.gov.br/sde .

Rassial, J. J. (Org.). (2012). Children and adolescents: Enchantment and disenchantment (1ª ed.). Language Institute.

Rassial, J. J. (1997). The teenage passage. Arts and Crafts.

Rolim, M. (2018). Withdrawal from crime. Society and State, 33(3), 829–848. https://doi.org/10.1590/s0102-6992-201833030008 DOI: https://doi.org/10.1590/s0102-6992-201833030008

Salata, A. R., & Ribeiro, M. G. (1st Quarter 2022). Inequality in metropolises, 8. https://www.observatoriodasmetropoles.net.br/

Sánchez, R. M. (June, 2021). Young people who don't study in work (NINIS) in Colombia Youth not in Employment, Education or Training (NEET) in Colombia. Documents FCE-CID Escuela de Economía, No. 118.

Singla, D. R., Waqas, A., Hamdani, S. U., Suleman, N., Zafar, S. W., Zill Huma, Saeed, K., Servili, C., & Rahman, A. (2020). Implementation and effectiveness of adolescent life skills programs in low – and middle-income countries: A critical review and meta-analysis. Behavioral Research and Therapy, 130, 103402. https://doi.org/10.1016/j.brat.2019.04.010 DOI: https://doi.org/10.1016/j.brat.2019.04.010

Skeen, S., Laurenzi, C. A., Gordon, S. L., Du Toit, S., Tomlinson, M., Dua, T., Fleischmann, A., Kohl, K., Ross, D., Servili, C., Brand, A. S., Dowdall, N., Lund, C., Van der Westhuizen, C., Carvajal-Aguirre, L., De Carvalho, C. E., & Melendez-Torres, G. J. (2019). Adolescent mental health program components and behavioral risk reduction: A meta-analysis. Pediatrics, 144(2), e20183488. https://doi.org/10.1542/peds.2018-3488 DOI: https://doi.org/10.1542/peds.2018-3488

Taffarel, C. N. Z., & Beltrão, J. A. (2019). Destruction of productive forces and the downgrade of the working class: The case of the BNCC reform of secondary education. Germinal: Marxism and Education in Debate, 11(1), 103. https://doi.org/10.9771/gmed.v11i1.32000 DOI: https://doi.org/10.9771/gmed.v11i1.32000

Ziebold, C., Evans-Lacko, S., Andrade, M. C. R., Hoffmann, M. S., Fonseca, L., Barbosa, M. G., Pan, P. M., Miguel, E., Bressan, R. A., Rohde, L. A., Salum, G. A., De Jesus Mari, J., & Gadelha, A. (2022). Childhood individual and family modifiable risk factors for criminal conviction: A 7-year cohort study from Brazil. Scientific Reports, 12(1), 13381. https://doi.org/10.1038/s41598-022-13975-8 DOI: https://doi.org/10.1038/s41598-022-13975-8

Downloads

Publicado

2025-05-29

Como Citar

Alcantara, J. L., Gonçalves, D. N. ., Benevides, A. de A., Gonzalez, R. H. ., Rolim, R. B. ., Pontes, A. K. ., Matias, M. L. ., Rosa, J. O. M., Gomes, Y. V. C. ., Pinheiro, M. S. N. ., Escóssia, C. M. da, & Machado, M. M. T. . (2025). Programa Virando o Jogo (CTGP) – Superação: Intervenção Psicossocial para Jovens em Vulnerabilidade. Revista Psicologia E Saúde, 17, e17102619. https://doi.org/10.20435/pssa.v1i1.2619

Edição

v. 17, 2025

Seção

Artigos

Licença

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.

Os artigos publicados na Revista Psicologia e Saúde têm acesso aberto (Open Access) sob a licença Creative Commons Attribution, que permite uso, distribuição e reprodução em qualquer meio, sem restrições, desde que o trabalho original seja corretamente citado.