Formação e atuação em Psicologia Escolar para a EJA: contribuições de professoras-pesquisadoras da ANPEPP

Abstract

Youth and Adult Education (EJA) is currently constituted as a teaching modality that serves students who have never obtained schooling, who are undergoing functional illiteracy, incomplete schooling or even in a situation of educational lag. From the theoretical-referential framework of Historical-Cultural Psychology, it is necessary to think about what formative actions have been developed to support its action with educational policies focused on this modality. Thus, this study aims to analyze the training and performance in School Psychology against the Educational Policies

aimed at Youth and Adult Education (EJA). As specific objectives: to characterize the teacher- researchers profile and the formative actions developed regarding the interface School and Educational

Psychology and EJA; apprehend how EJA is understood in the vision of teacher-researchers from five regions of the country; to analyze how the School and Educational Psychology can contribute to the formation and performance of Psychologists in the EJA. This study uses the historical-dialectical materialist research method. The National Association for Research and Postgraduate Studies in Psychology (ANPEPP) has as its setting and as participants: twelve research professors from different regions of the country, who have been playing a formative, political and knowledge production role in the Higher Education areas. and / or Postgraduate, regarding Psychology, Education, and Educational Public Policy. The instruments used were: 1) socio-demographic and professional data questionnaire, to characterize the teaching profile and the formative practices directed towards EJA developed by them, and also, 2) semi-structured interview script, aiming at the apprehension of how the EJA It is understood in the Brazilian scenario, and analysis of how the School and Educational Psychology can contribute to the formation and performance of Psychologists in EJA. Data analysis occurred through the constitution of analysis axes, from the perspective of Historical-Cultural Psychology, following the following steps: i) apprehension of the immediate real; ii) empirical description; iii) theoretical description; iv) establishment of the central unit of analysis of the research object, and finally, v) return to the reality of the data to explain them, with this, we intend to overcome the description and explain the phenomenon from the singular, particular and universal. This study was approved by the Research Ethics Committee of the Federal University of Piauí (UFPI), with opinion number 2,708,259. For data analysis, the following analytical axes were obtained: a) Professional profile and curriculum in School and Educational Psychology; b) The formative practice in School and Educational Psychology focused on EJA; c) EJA in the understanding of the School-Educational Psychology researcher teachers, who evidence the processes of school failure; d) EJA and School and Educational Psychology: perspective for training and professional performance, which points to the learning and development processes from the perspective of Cultural-Historical Psychology. The results reveal that in the field of School and Educational Psychology there is a predominance of teachers with wide education and teaching experience. The formative actions focused on EJA have been occurring through teaching, research and extension, but mainly within the scope of research. The EJA is understood through the phenomenon of school failure and it is understood that contributions of School Psychology, both for training and acting with the EJA, occur through the mediation of learning processes that promote development in line with what defends the Historical Psychology. -Cultural. It is concluded that this study provides the analysis of the training and performance of the school psychologist with the EJA, exposing the formative actions and perspectives of action. It also shows how school psychology can contribute to the educational processes in the EJA in view of the various school actors. This study therefore provides subsidies for the promotion of specific public policies for EJA and insertion of the school psychologist in this modality, and also corroborates for further research on the subject, especially with regard to the interface Psychology and EJA.