Atuação de psicólogos escolares na rede pública de ensino no Maranhão

Abstract

Many have been the challenges faced by School Psychologists in the deconstruction of traditional concepts that associate the individualizing practice about human development. The misunderstanding about the teaching and learning process mobilized Psychologists to fight to face the biological explanations for the construction of dialectical and collective practices based on the ethical and political commitment assumed by Critical School Psychology regarding educational issues. Thus, this work is based on discussions regarding the training and performance of school psychologists in Maranhão with the objective of knowing the theoretical methodological actions and concepts that substantiate psychological practice in the public school system. The study was based on the theoretical-methodological perspective of Historical-Cultural Psychology and on the discussions undertaken in the field of Critical School Psychology that guided the construction of the instruments, the intervention proposal and information analysis. The construction of the information occurred through three procedures: a) application of a sociodemographic questionnaire to characterize the participants; b) accomplishment of a virtual interview; c) documentary analysis, based on two thematic axes: training and performance. In the first stage of the research, 36 psychologists responded to the Sociodemographic Questionnaire, only 7 were available to participate in the second stage, the virtual interview. It was determined that the participation of psychologists in the public school system of Maranhão has resignified the conceptions of teaching, learning and development from institutional, preventive and collaborative practices among the school community, however it is still necessary to expand the participation of these professionals in the educational context elucidating their role, function and activities in a critical and broad perspective on human development. With the third stage, which involved documentary analysis, it was possible to conclude that it is necessary to bring psychologists working in Education closer together to discuss and build guidelines about the specificity of work in educational contexts to guide psychologists in the process of initial and continuing training with based on discussions of contemporary literature and the reality experienced. The work provided reflections on the practice of School Psychology in Maranhão by allowing to know the activities and conceptions developed in the researched field and enabled the construction of a proposal of action for school psychologists in the state with the intention of contributing to the consolidation of new forms of education. intervention in the public education network. As a result of this investigation, it is expected that the knowledge built will guide new paths regarding training and performance that have been developed to provide opportunities for innovating strategies that transform the regional reality anchored in a critical perspective and that meets the specificities of Maranhão education.