Banca de QUALIFICAÇÃO: LARISSA GUILHERME PESSOA DE ASSIS E SOUZA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LARISSA GUILHERME PESSOA DE ASSIS E SOUZA
DATE: 19/05/2026
TIME: 11:00
LOCAL: Sala virtual – Google meet
TITLE:

EXPERIENCES OF NEURODIVERGENT STUDENTS IN MULTIPROFESSIONAL RESIDENCY PROGRAMS IN RIO GRANDE DO NORTE – RN, BRAZIL

KEY WORDS:

Special Education; Multiprofessional Residency; Professional Education; Neurodiversity.

PAGES: 159
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Neurodiversity refers to the diversity of neurological functioning and has been mobilized across different fields as a category for problematizing ways of understanding difference and normality. Although the presence of neurodivergent students is also observed within residency programs, studies addressing student-professionals at this level of training remain scarce, as do investigations into the support conditions available—or unavailable—to them throughout their educational trajectories. In this context, the present qualitative study aims to understand the experiences of neurodivergent students in Multiprofessional Residency Programs in Rio Grande do Norte, focusing on the challenges they face and the strategies they mobilize to cope with the demands of these programs. The research is grounded in Discursive Social Psychology, anchored in the principles of Social Constructionism, understanding reality as produced through discursive practices and institutional relations that organize everyday life. Data were analyzed using a discursive practices approach, employing analytical tools such as thematic maps, association-of-ideas trees, and narrative lines. The theoretical framework engages with the works of Michel Foucault and Institutional Analysis to problematize the production of subjectivities within institutions, as well as with critical neurodiversity studies (disability studies) and the contributions of Pablo Rodríguez to discussions on special education. The findings indicate that neurodivergent residents are present across different fields of practice within residency programs in Rio Grande do Norte and that public policies guiding special education—when directed toward this level of training—produce experiences marked by simultaneous dynamics of inclusion and exclusion. The study highlights how, in the everyday context of residency programs, meanings related to neurodivergence, training, and professional performance are negotiated and produced through institutional practices. These findings contribute to a deeper understanding of the barriers faced and the persistence strategies mobilized by these residents, pointing to the need to strengthen institutional support policies within multiprofessional health residency programs.

COMMITTEE MEMBERS:
Externo à Instituição - PABLO RODRÍGUEZ HERRERO
Interno - 1149574 - JEFFERSON FERNANDES ALVES
Interna - 3063485 - KATIA REGINA LOPES COSTA
Presidente - ***.422.544-** - LISIE MARLENE DA SILVEIRA MELO MARTINS - UFPB
Externa ao Programa - 1714249 - MARIA APARECIDA DIAS - nullExterna à Instituição - MARIA LAIS DOS SANTOS LEITE