Adinete Sousa da Costa Mezzalira

Psicologia e Educação no Brasil: uma visão da história e possibilidades nessa relação

The present article discusses some historical elements of the relation between Psychology and Education in Brazil, emphasizing its practical and theoretical dimension. That is, it presents School Psychology and the foundations that support this practice as well as the resulting intellectual production. At the same time, it discusses the limits and difficulties present in this process over the past 20 years, indicating the importance of the area in the Brazilian social-political conjuncture and its future directions.

Psicólogo na rede pública de educação: embates dentro e fora da própria profissão

In this study we aim at deepening a debate that is growing among of Brazilian psychologists regarding their inclusion in educational public policies. In 2008 the Federal Council of Psychology led a wide national debate on this issue with the various regional councils. The debates and discussions arising from these meetings were organized and presented in National Seminar on Education of the Year in 2009. Based on reports, this study organizes what was registered focusing on the identifi cation of problems and perspectives necessary for the insertion of professional in the process of formulating and evaluating the educational policies, as well as working at the public system. Thus, the broad categories found are: Educational and School Psychology: Training and research in public policy, school and educational psychologist: integration and participation in public policy education, and insertion of the psychologist in the public education: dilemmas and perspectives.In this study we aim at deepening a debate that is growing among of Brazilian psychologists regarding their inclusion in educational public policies. In 2008 the Federal Council of Psychology led a wide national debate on this issue with the various regional councils. The debates and discussions arising from these meetings were organized and presented in National Seminar on Education of the Year in 2009. Based on reports, this study organizes what was registered focusing on the identifi cation of problems and perspectives necessary for the insertion of professional in the process of formulating and evaluating the educational policies, as well as working at the public system. Thus, the broad categories found are: Educational and School Psychology: Training and research in public policy, school and educational psychologist: integration and participation in public policy education, and insertion of the psychologist in the public education: dilemmas and perspectives.

Educadores de criança: condições de trabalho e vida

Alienation, fatalism and consciousness in school are considered in this study, which aimed to investigate how educators from a public kindergarten perceived the dimensions of their work in this context. The research used a qualitative approach and the data were obtained through the analysis of 35 questionnaires completed by school teachers, group leaders and the management team. The results showed that the workers, mostly, had experienced oppression in the existing school power relations. This experience had prevented them from developing as individuals in this context, constructing their own history and therefore being able to transform reality. Due to this, we understand how important a conscious action of the school psychologist intervening in the existing power relations in school is, in order to ensure the whole and healthy development of children and educational workers.

The educator and violent situations experience by student: Coping strategies

Domestic violence is a dilemma for educators, and child protective services do not always effectively contribute to addressing violent situations in school or outside of school. By analyzing 721 field diaries written by psychologists working in public schools, this study seeks to identify the actions taken by educators to address situations of domestic violence experienced by their students. This study is a constructive and interpretive analysis, drawing on the investigated categories in the field diaries. The results showed seven coping strategies: (1) notification and a search for networking, (2) referrals or sharing the suspected cases with other professionals, (3) focused interventions with the family and the child in the school context, (4) reluctance to seek information regarding the childs life, (5) resistance to contacting the family, (6) anonymous accusations, and (7) the welfare perspective. We concluded that violence and the strategies with which to address this phenomenon should be considered from social, political and economic perspectives.

Evaluación psicosocial y desarrollo del niño: una historia de vida

This paper presents features of a proposal for psychosocial assessment in the context of public schools, developed in the “Voo da Aguia” program. Case study methodology was used to build the story of a child’s life based on three documentary sources that show the vision of the mother, teacher and school psychologist about the child’s development: fi eld diaries, a semi-structured interview and an assessment scale of parents about their children’s development. The Social Psychology of Liberation theoretical foundations sustains the understanding of human development and psychological performance that guidesThis paper presents features of a proposal for psychosocial assessment in the context of public schools, developed in the “Voo da Águia” program. Case study methodology was used to build the story of a child’s life based on three documentary sources that show the vision of the mother, teacher and school psychologist about the child’s development: fi eld diaries, a semi-structured interview and an assessment scale of parents about their children’s development. The Social Psychology of Liberation theoretical foundations sustains the understanding of human development and psychological performance that guides 1 Endereço para correspondência: Rua Amadeu Martins, 375, Jd. Chapadão, Campinas, SP, Brasil 13070-006. E-mail: jacmeireles@gmail.com, anapaulaa.moreira@gmail.com, adinetecosta@hotmail.com e rguzzo@mpc. com.br Este artigo é derivado do projeto de iniciação científi ca da aluna de Graduação Jacqueline Meireles, desenvolvido no período de Agosto de 2011 a Julho de 2012, sob fi nanciamento do Conselho Nacional de Desenvolvimento Científi co e Tecnológico (CNPq). Meireles, J., Moreira, A. P. G., Mezzalira, A. S. C., Guzzo, R. S. L. 716 this paper. The method proposes to conduct a constructive-interpretative process that aims to analyze the content of the documents and draft explanatory categories. Thus, we explained the relationship between situations of violence and child ́s development process, as well as possibilities for the development of proposals of action within the “Voo da Águia” and the scope of School Psychology.

Psichosocial assessment and child development: a life story

This paper presents features of a proposal for psychosocial assessment in the context of public schools, developed in the “Voo da Aguia” program. Case study methodology was used to build the story of a child’s life based on three documentary sources that show the vision of the mother, teacher and school psychologist about the child’s development: fi eld diaries, a semi-structured interview and an assessment scale of parents about their children’s development. The Social Psychology of Liberation theoretical foundations sustains the understanding of human development and psychological performance that guidesThis paper presents features of a proposal for psychosocial assessment in the context of public schools, developed in the “Voo da Águia” program. Case study methodology was used to build the story of a child’s life based on three documentary sources that show the vision of the mother, teacher and school psychologist about the child’s development: fi eld diaries, a semi-structured interview and an assessment scale of parents about their children’s development. The Social Psychology of Liberation theoretical foundations sustains the understanding of human development and psychological performance that guides 1 Endereço para correspondência: Rua Amadeu Martins, 375, Jd. Chapadão, Campinas, SP, Brasil 13070-006. E-mail: jacmeireles@gmail.com, anapaulaa.moreira@gmail.com, adinetecosta@hotmail.com e rguzzo@mpc. com.br Este artigo é derivado do projeto de iniciação científi ca da aluna de Graduação Jacqueline Meireles, desenvolvido no período de Agosto de 2011 a Julho de 2012, sob fi nanciamento do Conselho Nacional de Desenvolvimento Científi co e Tecnológico (CNPq). Meireles, J., Moreira, A. P. G., Mezzalira, A. S. C., Guzzo, R. S. L. 716 this paper. The method proposes to conduct a constructive-interpretative process that aims to analyze the content of the documents and draft explanatory categories. Thus, we explained the relationship between situations of violence and child ́s development process, as well as possibilities for the development of proposals of action within the “Voo da Águia” and the scope of School Psychology.

Avaliação psicossocial e desenvolvimento da criança: uma história de vida

This paper presents features of a proposal for psychosocial assessment in the context of public schools, developed in the “Voo da Aguia” program. Case study methodology was used to build the story of a child’s life based on three documentary sources that show the vision of the mother, teacher and school psychologist about the child’s development: fi eld diaries, a semi-structured interview and an assessment scale of parents about their children’s development. The Social Psychology of Liberation theoretical foundations sustains the understanding of human development and psychological performance that guidesThis paper presents features of a proposal for psychosocial assessment in the context of public schools, developed in the “Voo da Águia” program. Case study methodology was used to build the story of a child’s life based on three documentary sources that show the vision of the mother, teacher and school psychologist about the child’s development: fi eld diaries, a semi-structured interview and an assessment scale of parents about their children’s development. The Social Psychology of Liberation theoretical foundations sustains the understanding of human development and psychological performance that guides 1 Endereço para correspondência: Rua Amadeu Martins, 375, Jd. Chapadão, Campinas, SP, Brasil 13070-006. E-mail: jacmeireles@gmail.com, anapaulaa.moreira@gmail.com, adinetecosta@hotmail.com e rguzzo@mpc. com.br Este artigo é derivado do projeto de iniciação científi ca da aluna de Graduação Jacqueline Meireles, desenvolvido no período de Agosto de 2011 a Julho de 2012, sob fi nanciamento do Conselho Nacional de Desenvolvimento Científi co e Tecnológico (CNPq). Meireles, J., Moreira, A. P. G., Mezzalira, A. S. C., Guzzo, R. S. L. 716 this paper. The method proposes to conduct a constructive-interpretative process that aims to analyze the content of the documents and draft explanatory categories. Thus, we explained the relationship between situations of violence and child ́s development process, as well as possibilities for the development of proposals of action within the “Voo da Águia” and the scope of School Psychology.

Educadores de niños: condiciones de trabajo y vida

Alienation, fatalism and consciousness in school are considered in this study, which aimed to investigate how educators from a public kindergarten perceived the dimensions of their work in this context. The research used a qualitative approach and the data were obtained through the analysis of 35 questionnaires completed by school teachers, group leaders and the management team. The results showed that the workers, mostly, had experienced oppression in the existing school power relations. This experience had prevented them from developing as individuals in this context, constructing their own history and therefore being able to transform reality. Due to this, we understand how important a conscious action of the school psychologist intervening in the existing power relations in school is, in order to ensure the whole and healthy development of children and educational workers.

Children educators: job and life conditions

Alienation, fatalism and consciousness in school are considered in this study, which aimed to investigate how educators from a public kindergarten perceived the dimensions of their work in this context. The research used a qualitative approach and the data were obtained through the analysis of 35 questionnaires completed by school teachers, group leaders and the management team. The results showed that the workers, mostly, had experienced oppression in the existing school power relations. This experience had prevented them from developing as individuals in this context, constructing their own history and therefore being able to transform reality. Due to this, we understand how important a conscious action of the school psychologist intervening in the existing power relations in school is, in order to ensure the whole and healthy development of children and educational workers.

Psychoogists in Public Education System: struggles in and outside their proffession

In this study we aim at deepening a debate that is growing among of Brazilian psychologists regarding their inclusion in educational public policies. In 2008 the Federal Council of Psychology led a wide national debate on this issue with the various regional councils. The debates and discussions arising from these meetings were organized and presented in National Seminar on Education of the Year in 2009. Based on reports, this study organizes what was registered focusing on the identifi cation of problems and perspectives necessary for the insertion of professional in the process of formulating and evaluating the educational policies, as well as working at the public system. Thus, the broad categories found are: Educational and School Psychology: Training and research in public policy, school and educational psychologist: integration and participation in public policy education, and insertion of the psychologist in the public education: dilemmas and perspectives.In this study we aim at deepening a debate that is growing among of Brazilian psychologists regarding their inclusion in educational public policies. In 2008 the Federal Council of Psychology led a wide national debate on this issue with the various regional councils. The debates and discussions arising from these meetings were organized and presented in National Seminar on Education of the Year in 2009. Based on reports, this study organizes what was registered focusing on the identifi cation of problems and perspectives necessary for the insertion of professional in the process of formulating and evaluating the educational policies, as well as working at the public system. Thus, the broad categories found are: Educational and School Psychology: Training and research in public policy, school and educational psychologist: integration and participation in public policy education, and insertion of the psychologist in the public education: dilemmas and perspectives.