ABSTRACT
No contexto educacional brasileiro, a promulgação da Lei n. 13.935, de 11 de dezembro de 2019, formalizou a contratação de psicólogos escolares. Esta pesquisa investigou as expectativas de professoras do Ensino Fundamental do sudoeste da Bahia sobre a contratação de profissionais de psicologia escolar para atuar na rede de ensino. Para entender a promulgação da Lei, realizou-se um resgate histórico do campo da psicologia escolar no Brasil. Filiadas à perspectiva psicanalítica e da análise do discurso de Pêcheux, foram realizadas e analisadas cinco entrevistas semiestruturadas, que indicaram duas formações discursivas (FD) antagônicas. Além disso, as FD - nomeadas "detecção e encaminhamento" (FD1) e "professoras trabalhadoras" (FD2) - estão filiadas a uma formação ideológica denominada "médica-higienista-normativa". Os resultados demonstram que as respostas das participantes veiculam a FD1, que reproduz o modelo médico classificatório, mas não impede que na FD2 haja formas de resistência, por meio das denúncias de más condições de trabalho das professoras
In the Brazilian educational context, issuance of Law no. 13935, on December 11, 2019, authorized the hiring of psychologists by public schools. This research investigated primary teachers' expectations regarding psychologist intervention in public schools from Southwest Bahia State. To understand the law's enactment we conducted a historical overview on the role of Educational Psychology in the country. Based on psychoanalysis and Pêcheux's discourse analysis, we conducted and analyzed five semi-structured interviews and identified two opposite discursive formations (DFs). These DFs-named "detection and referral" (DF1) and "working teachers" (DF2)-are affiliated to a "medical-hygienist-normative" ideology. Results show that the participants' statements emphasize the classificatory medical paradigm (DF1), which does not exclude possible resistance in DF2 by denouncing poor working conditions
Dans le contexte éducatif brésilien, la publication de la loi 13935, le 11 décembre 2019, a autorisé l'embouche de psychologues par les écoles publiques. Cette recherche a étudié les attentes des enseignants du primaire concernant l'intervention d'un psychologue dans le réseau d'éducation publique. Pour comprendre cette promulgation, nous avons effectué un survol historique du rôle de la psychologie de l'éducation dans le pays. Basé sur la psychanalyse et de l'analyse du discours de Pêcheux, nous avons mené et analysé cinq entretiens semi-structurés et identifié deux formations discursives (FD) opposées. Ces formations discursives - appelées « détection et orientation ¼ (FD1) et « enseignants en activité ¼ (FD2) - sont affiliées à une idéologie "médicale-hygiéniste-normative ¼. Les résultats montrent que leur réponses mettent l'accent sur le paradigme médical classificatoire (FD1), ce qui n'exclut pas une résistance dans FD2 en dénonçant les mauvaises conditions de travail
En el contexto educativo brasileño, se promulgó la Ley N.º 13.935, de 11 de diciembre de 2019, por la cual autoriza la contratación de psicólogos educativos. Esta investigación buscó identificar las expectativas de las maestras del sudoeste de estado de Bahía (Brasil) sobre la contratación de los profesionales de psicología educativa para trabajar en la red de enseñanza. Para comprender esta promulgación, se realizó un rescate histórico del campo de la psicología escolar en Brasil. A partir de la perspectiva psicoanalítica y de análisis del discurso de Pêcheux, se analizaron cinco entrevistas semiestructuradas que señalaron dos formaciones discursivas (FD) antagónicas. Además, las FD denominadas "detección y derivación de casos" (FD1) y "maestras trabajadoras" (FD2) se vinculan a una formación ideológica denominada "médico-higienista-normativa". Los resultados muestran que las respuestas de las participantes expresan FD1, que reproduce el modelo de clasificación médica; pero no evita formas de resistencia en FD2 mediante denuncias de malas condiciones laborales para los docentes
Subject(s)
Humans , Male , Female , Psychology, Educational/history , Public Policy/legislation & jurisprudence , Education, Primary and Secondary , Psychology, Educational/legislation & jurisprudence , Brazil , Interviews as Topic , Work PerformanceABSTRACT
El presente texto busca resaltar la relevancia que tiene para el psicólogo educativo los problemas y trastornos sociales, psicopedagógicos y de salud ocasionados por el uso de las TIC, y la manera cómo pueden ser detectados e intervenidos para evitar el desarrollo de adicciones y demás trastornos físicos, psicológicos y emocionales que pueden derivarse de los mismos. Al tener mayor claridad sobre los trastornos sociales genera-dos por las TIC, entenderemos mejor todos los fenómenos sociales y psicólogos educativos, comprendiendo que el concepto de trastorno se refiere a una entidad clínica, médica o psicosocial establecida por las ciencias de la salud y psicopatología. Nuestro papel es encontrar un punto medio entre la necesidad de mantenernos conectados e informados en estos tiempos de aislamiento social y el abuso desmedido que genera una adicción con todas sus consecuencias para la salud física, mental y emocional
This text seeks to highlight the relevance that social, psychopedagogical and health problems and disorders caused using ICT have for the educational psychologist, and the way in which they can be detected and intervened to avoid the development of addictions and other physical disorders, psychological and emotional that can be derived from them. By having greater clarity of the social disorders generated by ICT, we will better comprehend all social phenomena as educational psychologists, understanding very well the concept of disorder that refers to a clinical, medical, or psychosocial entity established by the health sciences and psychopathology. Our role is to find a middle ground between the need to stay connected and informed in these times of social isolation and the excessive abuse that an addiction generates with all its consequences for physical, mental, and emotional health
Subject(s)
Humans , Internet Addiction Disorder/psychology , Psychology, Educational , COVID-19/psychology , Mental Disorders/psychologyABSTRACT
La finalidad de este artículo es hacer una breve reflexión sobre la formación y cualificación profesional que requiere el psicólogo educativo, en función de los estándares de calidad existentes a nivel internacional. El rol de psicólogo educativo es un rol fronterizo con el de otras especialidades, como psicología clínica y social, y requiere de una sólida formación teórico - práctica que le permita hacer frente a sus cometidos: atención a la diversidad (discapacidad psíquica, sensorial o motora, conductas disociales, trastornos graves del desarrollo, de personalidad o de conducta, etc.), orientación académica y profesional, desarrollo integral (cognitivo, emocional, social), prevención (drogadicción, violencia, fracaso escolar, etc.). Estas áreas de intervención conllevan una serie de funciones o roles que no podrán desarrollar dignamente aquellos licenciados, graduados o ingenieros que se forman a través de la realización de un curso o máster de especialización en Psicopedagogía, puesto que la invertebración de la formación inicial afecta profundamente a su profesionalización. De ahí la necesidad de que actúen de forma conjunta Ministerio de Educación, Universidades, Asociaciones Científicas y Colegios profesionales, con el fin de establecer el marco normativo, formativo y profesional para que sea la profesionalización frente al intrusismo la que marque la diferencia en eficacia, eficiencia y funcionalidad en los servicios técnicos de apoyo psicoeducativo.
The purpose of this article is to briefly reflect the training and qualifications required by educational psychologists, based on existing quality standards at an international level. Educational psychologist's role borders on other specialties such as clinical and social psychology and requires a solid theoretical and practical training to face it missions: addressing diversity (intellectual, sensory or motor disabilities), dissocial behaviours, serious developmental, personality or behavior disorders, academic and professional guidance, integral development (cognitive, emotional, social), prevention (drug addiction, violence, school failure, etc.) and so on. Those areas of intervention involve a number of functions or roles that may not be carried out properly by those graduates or engineers that are educated by a course or specialization in Educational Psychology, because the invertebration of the initial training deeply affects their professionalization. Hence the need to act jointly Ministry of Education, universities, scientific and professional associations by setting the regulatory, training and professional framework so that professionalization would succeed versus intrusiveness in effectiveness, efficiency and functionality in the psycho-educational technical support services.
Subject(s)
Humans , Credentialing , Health Educators , Psychology, EducationalABSTRACT
A atuação profissional dos psicólogos escolares é marcada por numerosos desafios que oscilam entrea formação acadêmica e os dilemas vivenciados entre as ações desenvolvidas e as ações esperadas.Esses desafios vão configurando a identidade profissional e apontando uma diversidade de ações eperspectivas de inserção nas escolas. O presente estudo buscou identificar as ações que estão sendoempreendidas e os desafios enfrentados pelos psicólogos nas instituições de ensino na cidade de Natal,RN. A pesquisa foi qualitativa e os dados foram coletados através de uma entrevista semiestruturadaaplicada entre os psicólogos escolares. Os resultados revelaram uma diversidade de ações emdesenvolvimento, agrupadas em atividades direcionadas aos alunos, aos pais, aos professores e à instituiçãoescolar. A diversidade de desafios revela questões interligadas à construção de identidade, às condiçõesde trabalho e à formação, que não foi suficiente para atender às exigências do contexto escolar. Alémde ter tido a oportunidade de conhecer, de perto, a atuação desse profissional, o estudo ainda permitiutecer reflexões sobre a importância de uma formação profissional sintonizada com as necessidades decada contexto e alicerçada em conhecimentos capazes de auxiliar na compreensão e intervenção nãoapenas na instituição escolar, mas nos diversos contextos educativos.
The work of educational psychologists is marked by challenges that oscillate from academicdegree to dilemmas between what has been developed and what is expected. These challengeshave been contributed to shape the professional's identity and point to perspectives of insertionin schools. The aim of this study is identify which actions have been applying and what kind ofchallenges the educational psychologists have to face nowadays. Our study was based on aqualitative research and the data were collected by semi-structured interviews applied toeducational psychologists. Our results show us a variety of things which are being done withthe focus on students, parents, teachers and institutions. The existence of different challengeshave demonstrated questions closely related to construction of identity, work conditions andformation what does not enough to prepare facing the demands of the school context. Moreover,the study not only give us the opportunity to understand the knowledge in the work of theseprofessionals, but also make us to reflect about how important is the academic degree to besyntonized with the real needs of the community and also it could be rooted in knowledge thatwill help them in their work as to be applied in different educational contexts
Subject(s)
Students , Psychology, Educational , Psychology , Professional PracticeABSTRACT
Este artigo traz uma reflexão sobre a questão da humilhação social, compreendida como manifestação perversa, a partir da consideração clínica detalhada de reuniões entre pais, professores e gestores educacionais, sob o ponto de vista psicanalítico. Aponta a importância de considerar os complexos modos como se articulam dimensões afetivo-emocionais individuais, conscientes e inconscientes com a dinâmica do viver coletivo.
This article introduces a reflection about the question of social humiliation, understood as a perverse manifestation, based on detailed clinical considerations from meetings with parents, teachers and educational administrators, from a psychoanalytical point of view. It points to the importance of considering the complex ways in which the conscious and unconscious individual affective-emotional dimensions are articulated with the dynamic of collective living.
Subject(s)
Humans , Moral Development , Psychoanalysis , Psychology, Educational , Social IsolationABSTRACT
El trabajo presenta líneas de indagación, y primeros resultados del Proyecto de Investigación "Rol del Psicólogo en la Institución Educativa. Prácticas y Saberes. Evaluación e Intervención. La representación de las causas de los problemas de aprendizaje", con sede en la Facultad de Psicología de la UBA. Se trabaja con los datos extraídos de una muestra de entrevistas a psicólogos, directivos y docentes que trabajan en instituciones educativas de la Ciudad de Buenos Aires y el conurbano. Las variables son: funciones asignadas al psicólogo por los tres actores, principales problemas educativos detectados, causas de los problemas y herramientas utilizadas . Se interrelacionan estos datos con los extraídos de los cuestionarios administrados a los alumnos de "Psicología Educacional Cátedra II", al inicio y al cierre del dictado de la asignatura, Primer Cuatrimestre del Año 2000, en los que se indagan representaciones que éstos poseen sobre el psicólogo que trabaja en el campo.
The work presents research lines, and the first results of the Project of Investigation "Role of the Psychologist in the Educational Institution. Practice and Knowledge. Evaluation and Intervention. The representation of the causes of learning problems", which is developed in the University School of Psychology. We analyse data obtained from a sample of interviews to psychologists, headmasters and teachers that work in educational institutions of the City of Buenos Aires and surroundings. The variables are: functions assigned to the psychologist by the three actors, main educational problems, causes of the problems, and the object of the psychologists´analyse and intervention. We also analyse the intersections with data obtained from the questionnaires administered to the students of "Educational Psychology" (Chair II), at the beginning and the end of the course, and the representations that the students have about the psychologists and their work in the field.