Tecnologias educacionais e reinserção profissional após afastamentos prolongados: análise quantitativa em servidores universitários
DOI:
https://doi.org/10.5281/zenodo.19339323Palavras-chave:
reinserção profissional, afastamento prolongado, tecnologias educacionais, retorno ao trabalhoResumo
Este estudo investigou fatores associados à reinserção profissional de servidores da Universidade Federal de Sergipe (UFS) após afastamentos prolongados, por meio de questionário on-line e análise estatística quantitativa. A variável desfecho foi a duração do afastamento (Meses_afastados), transformada como ln(Meses_afastados + 1) para modelagem. Foram realizadas correlações de Spearman (incluindo correlações parciais) e regressão linear múltipla (Jamovi). Os resultados indicaram associação positiva entre percepções de barreiras institucionais (Sec6_mean) e maior duração do afastamento (B = 2,727; p = .031) e associação negativa entre suporte psicossocial/planejamento (Sec7_mean) e duração (B = −0,720; p = .050). Nível de conforto com TIC não apresentou efeito direto no modelo ajustado. Diagnósticos apoiaram a adequação dos resíduos à normalidade (Shapiro–Wilk W = 0,948; p = .571), porém apontaram necessidade de atenção à multicolinearidade (VIF Sec6_mean = 7,46) e a observações influentes (Cook’s D máximo = 1,17). Conclui-se que intervenções multifatoriais, combinando ajustes institucionais, suporte psicossocial e tecnologias educativas integradas, são promissoras para favorecer retornos sustentáveis. Aprovação ética: CAAE 85405624.4.0000.5546, Parecer nº 7.390.445.
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