A importância da escuta e acolhimento na escola pública: o papel do professor frente à saúde mental

Abstract

This research addresses the importance of listening and welcoming in public schools, aiming to understand these elements in relation to children's mental health. The specific objectives sought to identify these practices, analyze their contributions, reflect on teaching challenges, and discuss teacher training. Methodologically, this is a Bardin’s Content Analysis (2011). The theoretical framework included fundamental authors such as Murray (1967), Costantino (2003), Nunes (2009), Santana (2010), Mello and Rúbio (2013), Vieira, Ramos and Rosário (2016), Loffler and Fleig (2019), and Freire (2005). The results indicate that the participants recognize listening and welcoming as indispensable practices for creating a safe, affective, and humane school environment. However, they pointed out barriers marked by workload overload, overcrowded classrooms, high bureaucratic demands, and a lack of continuing education focused on the socio-emotional field. It is concluded that the promotion of children's mental health requires a shared responsibility among school, family, and management. Public investment in teaching appreciation, improvements in working conditions, and the offer of specific training is urgently needed, consolidating a daily pedagogical proposal based on respect, empathy, and the valuation of childhood.