Claisy Maria Marinho-Araujo

A relação família-escola: intersecções e desafios

Based on a study of the literature, this work analyzes questions related to the family-school relationship. It offers a definition of the family, its different compositions and its specific function; it deals with the specifics of school and the existing interdependence between both systems. Concepts concerning this relationship are explored, which are divided into a sociological and a psychological approach. Researches involving the family-school relationship are presented, according to special treatment to the views of the various players involved in the relationship. The reflections from a study of the literature suggest a relationship punctuated by situations with some kind of problem, by the schools actions in teaching the parents about how to be parents and by the decreased participation of parents in school activities as the child progresses through school. Given the present situation with family-school relationships, the challenge is to develop new research and help to transform this relationship through the appreciation of the positive aspects related to the educational process.

Democratização do acesso e do sucesso no ensino superior: uma reflexão a partir das realidades de Portugal e do Brasil

Associa-se frequentemente o termo “massificacao” do ensino superior a democratizacao de seu acesso por parte de alunos provenientes das camadas sociais e culturais menos favorecidas e com menor tradicao familiar de formacao academica superior. Neste artigo, pretende-se discutir, com base na analise de alguns indicadores da forte expansao ocorrida nos sistemas de ensino superior de Portugal e do Brasil nas ultimas decadas, a efetiva democratizacao ocorrida. Varios pontos desse crescimento exponencial e alguns mecanismos de regulacao criados, entretanto, permitem que se afirme que o ensino superior se abriu na realidade a estratos sociais e a publicos menos tradicionais neste nivel de ensino; contudo, permanecem acentuadas assimetrias sociais nas instituicoes e nos cursos a que se tem acesso, ao mesmo tempo em que a permanencia e abandono tambem se diferenciam socialmente em termos das respectivas taxas de incidencia. Estes fenomenos tem causas diversas, nao sendo possivel ilibar as proprias instituicoes de ensino superior de responsabilidades nesse cenario.

Psicologia escolar no Brasil e no Maranhão: percursos históricos e tendências atuais

This paper presents a discussion on the current scenario in School Psychology in the State of Maranhao. We use, as parameter, the transformations that occurred throughout the country in the last decades. . A bibliographic study on the subject has been carried out and used for later reflections about the history and current trends regarding the training and work of school psychologists in the State of Maranhao. We concluded that Maranhao needs the contribution of school psychologists who are certain of their role and intentions so they can build their professional identity with commitment to local social transformations, which starts with the improvement of expertise in the area.This paper presents a discussion on the current scenario in School Psychology in the State of Maranhao. We use, as parameter, the transformations that occurred throughout the country in the last decades. . A bibliographic study on the subject has been carried out and used for later reflections about the history and current trends regarding the training and work of school psychologists in the State of Maranhao. We concluded that Maranhao needs the contribution of school psychologists who are certain of their role and intentions so they can build their professional identity with commitment to local social transformations, which starts with the improvement of expertise in the area.

Psicologia escolar na educação superior: atuação no distrito federal

The role of school psychology has expanded into other educational settings, such as Higher Education. Seeking to contribute to this expansion, had as objectives to map the Institutions of Higher Education of the Federal District and school psychologists who have knowledge and examine the work done. Eight institutions participated with the school psychologist and had, on the Internet, information about the School Psychology Services. The qualitative analysis of this information indicated that these services are based on attention to difficulties experienced by students and promoting academic and human development, individual and collective conduct activities, both traditional and emergent nature. Among the latter, carry out actions of personal and professional development, institutional assessment and monitoring of graduates. The role of School Psychology in Higher Education is building on preventive measures, institutional and broader than that historically characterized the educational intervention at this level.

Formação continuada do professor: desenvolvendo competências para a promoção do desenvolvimento moral

In this paper we emphasize the importance of a continued training program to support teachers in promoting moral development among their students. Our goal is to discuss central aspects of such training aiming at developing values and competences leading to moral reasoning and action within school community. Moral autonomy, respect and active negotiation of social practices, norms and beliefs are a fundamental aspect to be promoted throughout such an effort. School psychologists have a fundamental role in this process, since they can foster the necessary critical analysis of social beliefs and values that impregnate daily activities in the school context. We propose that such teacher trainings should focus upon the development of values, competences, and personal resources leading to the active internalization and the co-construction of a moral culture characterized by ethics and morality. Without daily experiences oriented by ethical standards, we will never construct a democratic society.

Psicologia Escolar em ONGs: Desafios Profissionais e Perspectivas Contemporâneas de Atuação

The existence of school psychologists in educational NGOs is a recent reality in Brazil. This context adds historical, political and pedagogical peculiarities that give specific characteristics to the psychologists work, especially for dedicating himself to the formation of the working classes. This article is a theoretical essay that aims to discuss aspects related to the performance of the school psychologist in NGOs and present a proposal of work in School Psychology in three main axes of action. In the first part of the article, the general perspectives of School Psychology will be analyzed, especially related to its social and political commitment to education on the current situation. From these considerations, the first part begins with a discussion about the historical context of the NGOs in the country, the contradictions of this educational scenario and the potentialities for human formation, linked to the commitment to the current social transformation. Finally, the challenges and possible contributions of the school psychologist in educational NGOs will be addressed, outlining a proposal for the professional performance in School Psychology in this context.

Dialogues Between Psychology and Education: Mediation of Competence Using a Historic and Cultural Perspective of Human Development

The role of school psychology in different educational contexts has paramount importance in the promotion of qualitative leaps and fundamental alterations in human psychological activity. In formal education, this has a rich meaning for the development of children and adults. As a main goal of intervention, a psychologist must intentionally mediate the processes of conscientiousness, autonomy, and independence for an individual’s educational and professional paths, as well as empowering the individual toward personal development. The development of competences is an alternative formation that may contemplate, integrally, the articulation between structured knowledge and flexible-in-action knowledge, coming from both psychology and education. The process of educational formation that arises in the context of schools is an ideal scenario for competence-based work, considering both the development of students as well as the updating of professionals—teachers, psychologists, educators, and others. Learning to identify, mobilize, and intentionally use resources (understood here as knowledge, lore, skills, mental schemes, affections, beliefs, principles, psychological functions, attitudes, behaviors, and other psychological processes), in relationships and in actions, is what builds up the visibility of a competence to be an intrinsic dimension in the process of human development. The reflections presented in this chapter may aid in the comprehension of the competence approach, as linked to psychological human development, with an emphasis on the historic and cultural perspectives. The actions of the school psychologist are favored by the competence approach, which is understood through human development psychology. The school psychologist may mediate the development of competences, with an aim to strengthen a collective action system, regarding the education of students or development of teachers and educators.

Formación continuada del profesor: desarrollando habilidades para promover el desarrollo moral

In this paper we emphasize the importance of a continued training program to support teachers in promoting moral development among their students. Our goal is to discuss central aspects of such training aiming at developing values and competences leading to moral reasoning and action within school community. Moral autonomy, respect and active negotiation of social practices, norms and beliefs are a fundamental aspect to be promoted throughout such an effort. School psychologists have a fundamental role in this process, since they can foster the necessary critical analysis of social beliefs and values that impregnate daily activities in the school context. We propose that such teacher trainings should focus upon the development of values, competences, and personal resources leading to the active internalization and the co-construction of a moral culture characterized by ethics and morality. Without daily experiences oriented by ethical standards, we will never construct a democratic society.

Promoting teachers' competence to foster moral development within school contexts

In this paper we emphasize the importance of a continued training program to support teachers in promoting moral development among their students. Our goal is to discuss central aspects of such training aiming at developing values and competences leading to moral reasoning and action within school community. Moral autonomy, respect and active negotiation of social practices, norms and beliefs are a fundamental aspect to be promoted throughout such an effort. School psychologists have a fundamental role in this process, since they can foster the necessary critical analysis of social beliefs and values that impregnate daily activities in the school context. We propose that such teacher trainings should focus upon the development of values, competences, and personal resources leading to the active internalization and the co-construction of a moral culture characterized by ethics and morality. Without daily experiences oriented by ethical standards, we will never construct a democratic society.

Psicología escolar en la educación superior: prácticas en el distrito federal

The role of school psychology has expanded into other educational settings, such as Higher Education. Seeking to contribute to this expansion, had as objectives to map the Institutions of Higher Education of the Federal District and school psychologists who have knowledge and examine the work done. Eight institutions participated with the school psychologist and had, on the Internet, information about the School Psychology Services. The qualitative analysis of this information indicated that these services are based on attention to difficulties experienced by students and promoting academic and human development, individual and collective conduct activities, both traditional and emergent nature. Among the latter, carry out actions of personal and professional development, institutional assessment and monitoring of graduates. The role of School Psychology in Higher Education is building on preventive measures, institutional and broader than that historically characterized the educational intervention at this level.