Psicologia Escolar e Educacional no Ensino Superior: atuação do psicólogo no atendimento à queixa escolar da UFPI

Abstract

The attendance to the school complaint in higher education by the psychologist demands from the professional new practices and a critical view about this phenomenon. Therefore, it is necessary to know the college students’ school complaint from the characteristic schooling process of higher education. This research discussed this phenomenon through Critical School Psychology. This way, it aimed to reveal the role of the psychologist in answering the school complaint of higher education at the Federal University of Piauí (UFPI). Historical-dialectical materialism has subsidized this research in a theoretical and methodological way. Nine Psychologists (technical-administrative staff) participated in this study. It was performed Documentary analysis and fieldwork. Data analysis consisted of empirical and theoretical description, establishment of the analysis’ unit and explanation after return to reality. There are four analytical axes. First, Psychologist’s professional profile showed female prevalence, average age of 34 years, a recent insertion at UFPI, most of them graduated from public institutions and professionals with lato sensu and/or stricto sensu postgraduate studies in several areas. The characterization of school complaint showed a broad, complex, multifactorial and specific school complaint in higher education. Attending school complaint made clear the challenges and limitations for the psychologist to address school complaint, from higher education, and the characteristics, skills, and knowledge required for the service. Finally, the actuation models in higher education were three: Clinical, Institutional, and School and Educational Psychology. The results revealed a specific school complaint from higher education. Therefore, produced by factors that are related to this environment that

involves teaching-learning process and human development different from another level or modalities of teaching. Given this, at UFPI, psychologists’ practices occur within the scope of individual and institutional care and involve different actors from academic community. In conclusion, it is noticed that this performance challenges the professionals regarding their studies’ incipience and scarceness.