Estratégias de enfrentamento da ansiedade estudantil: um estudo com profissionais da Coordenação de Assistência Estudantil (CAE) e professores do IFG

Abstract

This study addresses the strategies for coping with student anxiety employed by the Student Assistance Coordination (CAE) at the Federal Institute of Goiás (IFG), Aparecida de Goiânia Campus, focusing on the management of anxiety symptoms, especially in the period leading up to the National High School Exam (ENEM). The study analyzes the current landscape of interventions by investigating the strategies adopted and the perceptions of the professionals involved. The main objective is to understand the role of CAE, identify challenges, and propose improvements, culminating in the creation of an Interactive Practical Guide as an educational product. The research follows a qualitative approach, grounded in phenomenology, based on Husserl (2012), Merleau-Ponty (2015), and Heidegger (2014), in order to understand the lived experience of teachers and CAE professionals, and how the anticipation of ENEM intensifies anxiety in the school environment. Data collection was guided by the following research questions: (1) How do CAE and teachers perceive and deal with students’ anxiety symptoms? (2) What strategies have been implemented? (3) What are the impacts and challenges of these actions at IFG – Aparecida de Goiânia Campus? The research, conducted between 2023 and 2025, employed document analysis and questionnaires with CAE staff and teachers of the final year of the integrated technical high school. Among the main findings are the recognition of the importance of CAE’s work, the perception of student improvement after the interventions, and the appreciation of emotional support through welcoming practices. However, some limitations were identified, such as the absence of a formal protocol for addressing anxiety, the lack of systematized records, and the need for stronger collaboration between CAE and teaching staff. The results contribute to improving current interventions and highlight the feasibility of the Interactive Practical Guide as a support tool for students, with the potential to benefit IFG – Aparecida Campus and serve as a reference for other institutions, supporting the promotion of a more welcoming educational environment sensitive to students’ mental health.