Deborah Rosaria Barbosa

Contribuições para a construção da historiografia da Psicologia educacional e escolar no Brasil

This article presents some data in which the history of the knowledge and practice of educational and school psychology in Brazil was investigated. This study was carried out based on the new history and philosophical-epistemological foundation of historical and dialectical materialism; bibliographical references as well as historical and oral accounts of five living characters of the Brazilian history of Educational and School Psychology were used. The statements of historical sources and the material constituted a corpus of documents whose organization followed the methodology of oral history and pluralistic history. A descriptive analysis was performed in two steps: a) document analysis (non-oral sources) and b) construction of a core of indicators from oral records. From the analysis, a timeline of the history of educational school Brazilian psychology was built through landmarks comprising: 1) colonization, psychological knowledge and education (1500-1906), 2) psychology in other fields of knowledge (1906-1930), 3) “desenvolvimentismo”- the New School and “psicologistas” in education (1930-1962), 4) educational psychology and school psychology (1962-1981), 5) the critics period (1981 - 1990), 6) educational and school psychology and reconstruction (1990-2000), 7) the turn of the century: new directions? (2000- ).

Contribuciones para la construcción de la historiografía de la Psicología educacional y escolar en el Brasil

This article presents some data in which the history of the knowledge and practice of educational and school psychology in Brazil was investigated. This study was carried out based on the new history and philosophical-epistemological foundation of historical and dialectical materialism; bibliographical references as well as historical and oral accounts of five living characters of the Brazilian history of Educational and School Psychology were used. The statements of historical sources and the material constituted a corpus of documents whose organization followed the methodology of oral history and pluralistic history. A descriptive analysis was performed in two steps: a) document analysis (non-oral sources) and b) construction of a core of indicators from oral records. From the analysis, a timeline of the history of educational school Brazilian psychology was built through landmarks comprising: 1) colonization, psychological knowledge and education (1500-1906), 2) psychology in other fields of knowledge (1906-1930), 3) “desenvolvimentismo”- the New School and “psicologistas” in education (1930-1962), 4) educational psychology and school psychology (1962-1981), 5) the critics period (1981 - 1990), 6) educational and school psychology and reconstruction (1990-2000), 7) the turn of the century: new directions? (2000- ).