O psicólogo escolar na Educação Profissional e Tecnológica: práticas, desafios e perspectivas

Abstract

This study aimed to analyze the practice developed by school and educational psychologists in Federal Institutes of Education, Science and Technology (IFPIs). The theoretical- methodological referential of historical-cultural psychology was used and the study was outlined in two phases: 1) It corresponded to the characterization of the work context and to the identification of the psychologists’ profile who worked in the IFPIs. Being fifteen the psychologists who responded to the guide of institutional characterization and to the questionnaire of demographic and professional data, allowing us to know the psychologists who worked in the area of School and Educational Psychology (PEE), selected as participants of the next phase; 2) It represented the conception disclosure of PEE among psychologists working in this area along with IFPIs and to the discussion of the practices they developed, being ten the school psychologists interviewed. The data analysis was carried out in the accomplishment of empirical and theoretical description, in the establishment of analysis units and in the return to the reality of the data to explain them. In the first phase, the results pointed out that: the local Campi of research covered the four mesoregions of Piaui state; the school psychologists were mainly women, from Piaui state, married and belonged to the young-age group, where an important role of PEE as area of activity in IFPIs was perceived. In the second phase, which only school psychologists took part, it was found that: There was a variety of PEE conceptions; the practices developed by school psychologists covered activities with individual and collective focus along with the different social members of institution and in face of different levels and / or educational modalities; there were also traditional and emerging ways of action, a complete transformation movement of developed practices, surpassing the clinical-therapeutic model and reaching a model of institutional performance, with evident signs of criticality in PEE. We expect the results contribute to support reflections on the practices developed by the school psychologists in the IFPIs, especially in face of contextualized actions built in this recent locus of professional practice.