Analfabetismo e Saúde Mental: O Discurso de Usuários de Um Centro de Atenção Psicossocial

Abstract

Introduction: The educational context of the users of mental health services is little discussed in the literature, although its importance is recognized as a form of inclusion and social contractuality. Objective: To describe the experience of non-access to the formal educational spaces of the users of a Psychosocial Care Center (CAPS) with their individual, socioeconomic and cultural context. Method: Three users responded a n open interview and the data was analyzed using by its thematic content. Results: The results suggest that contextual factors of the users ' development environment were attributed as main responsible for non-access to school training spaces. Psychiatric disorders were associated as a limiter both for the frequency and for a possible return to school life. It was also observed in the discourses an accountability of psychic suffering due to the non-impetration of occupational activities. Apparently, everyone misses the education that was taken from them. The condition of poverty directly influenced the lives of the interviewed users, who saw themselves in the obligation to enter the work spaces still very young, (between 8 and 12 years), in competition with education. Moreover, it was observed in the discourses that the absence of a figure that, still in childhood, the importance of the value of the studies seems to have been determinant on the lack of access to educational spaces. Conclusion: It is concluded that there is the need for intersectoriality of assistance services in the theoretical, political and cultural sphere, with the objective of providing full psychosocial care. (English) [ABSTRACT FROM AUTHOR]