Do impacto ao rastreamento: subjetividades acadêmicas, névoa cerebral e a construção de um protocolo educacional no contexto pós-pandêmico

Abstract

This dissertation, structured in a multipaper format, examines the persistence of subjective manifestations that have come to compromise student performance, retention, and well-being within a Graduate Program. Although symptoms such as anxiety, concentration difficulties, memory lapses, and cognitive exhaustion were widely discussed in the clinical field during and after the Covid-19 pandemic, their translation into the educational domain remained fragmented, resulting in gaps that hinder their recognition and management, limiting the understanding of the interactions between socioemotional and cognitive factors, as well as the absence of instruments capable of integrating them into the comprehension of the contemporary academic experience. It is important to emphasize that the research is not restricted to the pandemic event itself, but rather understands it as a turning point that intensified pre-existing vulnerabilities. In this sense, the study aims to investigate the cognitive and emotional effects arising from the post-pandemic context in Graduate Education, including manifestations associated with brain fog, and to propose an automated instrument for tracking these subjectivities. Furthermore, the methodological pathway of the research articulates three complementary movements: an empirical investigation into the empowerment of learning and resilience strategies among current students and alumni; an integrative literature review (2021 to 2025) on brain fog, analyzing its characteristics, manifestations, and implications in the academic environment; and the proposal of Lúmen, a subjective educational protocol grounded in validated psychometric scales, aimed at mapping socioemotional indicators associated with academic performance and self-regulation. Therefore, the results achieved suggest that an integrated understanding of these three axes may support more adaptive academic practices, enhancing institutional monitoring of students and fostering pedagogical interventions capable of anticipating demands and preventing dropout.