Lisiane Machado de Oliveira-Menegotto

Des) Enlaces da psicologia escolar na rede pública de ensino

La Psicologia Escolar se preocupa con todos los elementos que influencian el desarrollo del educando, considerando los aspectos cognitivos, motores, sociales, emocionales, escolares, entre otros. A partir de eso, el psicologo escolar ha sido convocado a profundizar sus conocimientos en terminos teoricos y practicos, con el objetivo de atender a esta demanda de actuacion sistemica e interdisciplinaria. De este modo, este estudio objetiva analizar las expectativas y opiniones de profesores sobre la insercion y el rol de la Psicologia en la escuela, posibilitando entender cuales son las demandas para el trabajo del psicologo escolar y como se puede atender a estas demandas. Participaron de este estudio 44 maestros de cuatro escuelas municipales ubicadas en la region metropolitana de Porto Alegre, Rio Grande do Sul, Brasil. Los resultados revelaron equivocaciones en la concepcion del rol del psicologo escolar, sobre todo respecto a las posibilidades de intervenciones de la Psicologia en el contexto escolar. Ellos tambien posibilitaron una discusion sobre las implicaciones de esas equivocaciones, especialmente en la insercion de la Psicologia en la escuela.

Desenvolvimento, escolarização e síndrome de Down: expectativas maternas

The present study aimed to investigate the mothers expectations in relation to the development and schooling of the child with Downs syndrome, based on a psychoanalytic approach. A qualitative study was carried through, by means of interviews, which have been recorded, transcribed and later analyzed, from qualitative content analysis. Twelve mothers of individuals with Downs syndrome, ages between two months and 23 years, have participated of the study. The results have disclosed that the diagnosis of syndrome of Down generates impact in the mothers. In this result, the mothers have presented difficulty to construct positive expectations in relation to the development and schooling of their children. The importance of a support and following closer of the mother is standing out, as for the exercise of the motherhood, as well as of teachers who will follow up the pupil with Downs syndrome in the school age.The present study aimed to investigate the mothers expectations in relation to the development and schooling of the child with Downs syndrome, based on a psychoanalytic approach. A qualitative study was carried through, by means of interviews, which have been recorded, transcribed and later analyzed, from qualitative content analysis. Twelve mothers of individuals with Downs syndrome, ages between two months and 23 years, have participated of the study. The results have disclosed that the diagnosis of syndrome of Down generates impact in the mothers. In this result, the mothers have presented difficulty to construct positive expectations in relation to the development and schooling of their children. The importance of a support and following closer of the mother is standing out, as for the exercise of the motherhood, as well as of teachers who will follow up the pupil with Downs syndrome in the school age.

Inclusão de alunos com síndrome de Down: discursos dos professores

This study wishes to examine the discourses of teachers from Novo Hamburgo city, Brazil, about the inclusive education of students with Down syndrome. This is a qualitative exploratory study and it had a participation of 19 teachers of students with Down syndrome in regular schools in Novo Hamburgo city, Brazil. They were interviewed and their discourses were analyzed according to the qualitative content analysis. The results indicate that they expressed feelings of helplessness, impotence and incompetence in dealing with inclusive education, particularly because of the scarcity of opportunities to study and discuss about it, pointing to possibilities of Psychology intervention.

Escola e Psicologia: Uma História de Encontros e Desencontros

This article proposes to discuss the similarities and differences between Psychology and the School, discussing the heterogeneity of positions on the school failure. A review of scientific literature was conducted in SciELO, using the “Educational Psychology” descriptor. We selected 32 articles published since 2003, which dealt with studies in the Brazilian context and that made a discussion on the introduction of Psychology in the School. A close reading and analysis of articles originated three areas of discussion: The introduction of Psychology in School: common ideologies; Resistances and tensions: the birth of the mismatch between Psychology and the School; and Perspectives on the agenda: an approach that considers the school constellation. The discussion showed that psychology was introduced in the School by passing a medical / clinical model, blaming the student for school failure. Overcoming this model occurred in that this phenomenon started to consider other implications.

School and Psychology: A History of Convergences and Divergences

This article proposes to discuss the similarities and differences between Psychology and the School, discussing the heterogeneity of positions on the school failure. A review of scientific literature was conducted in SciELO, using the “Educational Psychology” descriptor. We selected 32 articles published since 2003, which dealt with studies in the Brazilian context and that made a discussion on the introduction of Psychology in the School. A close reading and analysis of articles originated three areas of discussion: The introduction of Psychology in School: common ideologies; Resistances and tensions: the birth of the mismatch between Psychology and the School; and Perspectives on the agenda: an approach that considers the school constellation. The discussion showed that psychology was introduced in the School by passing a medical / clinical model, blaming the student for school failure. Overcoming this model occurred in that this phenomenon started to consider other implications.

Escuela y Psicología: Una Historia de Encuentros y Desencuentros

This article proposes to discuss the similarities and differences between Psychology and the School, discussing the heterogeneity of positions on the school failure. A review of scientific literature was conducted in SciELO, using the “Educational Psychology” descriptor. We selected 32 articles published since 2003, which dealt with studies in the Brazilian context and that made a discussion on the introduction of Psychology in the School. A close reading and analysis of articles originated three areas of discussion: The introduction of Psychology in School: common ideologies; Resistances and tensions: the birth of the mismatch between Psychology and the School; and Perspectives on the agenda: an approach that considers the school constellation. The discussion showed that psychology was introduced in the School by passing a medical / clinical model, blaming the student for school failure. Overcoming this model occurred in that this phenomenon started to consider other implications.

Des)Enlaces de la psicología escolar en la red pública de enseñanza

La Psicologia Escolar se preocupa con todos los elementos que influencian el desarrollo del educando, considerando los aspectos cognitivos, motores, sociales, emocionales, escolares, entre otros. A partir de eso, el psicologo escolar ha sido convocado a profundizar sus conocimientos en terminos teoricos y practicos, con el objetivo de atender a esta demanda de actuacion sistemica e interdisciplinaria. De este modo, este estudio objetiva analizar las expectativas y opiniones de profesores sobre la insercion y el rol de la Psicologia en la escuela, posibilitando entender cuales son las demandas para el trabajo del psicologo escolar y como se puede atender a estas demandas. Participaron de este estudio 44 maestros de cuatro escuelas municipales ubicadas en la region metropolitana de Porto Alegre, Rio Grande do Sul, Brasil. Los resultados revelaron equivocaciones en la concepcion del rol del psicologo escolar, sobre todo respecto a las posibilidades de intervenciones de la Psicologia en el contexto escolar. Ellos tambien posibilitaron una discusion sobre las implicaciones de esas equivocaciones, especialmente en la insercion de la Psicologia en la escuela.

Of) Unions of the school psychology in the public education

La Psicologia Escolar se preocupa con todos los elementos que influencian el desarrollo del educando, considerando los aspectos cognitivos, motores, sociales, emocionales, escolares, entre otros. A partir de eso, el psicologo escolar ha sido convocado a profundizar sus conocimientos en terminos teoricos y practicos, con el objetivo de atender a esta demanda de actuacion sistemica e interdisciplinaria. De este modo, este estudio objetiva analizar las expectativas y opiniones de profesores sobre la insercion y el rol de la Psicologia en la escuela, posibilitando entender cuales son las demandas para el trabajo del psicologo escolar y como se puede atender a estas demandas. Participaron de este estudio 44 maestros de cuatro escuelas municipales ubicadas en la region metropolitana de Porto Alegre, Rio Grande do Sul, Brasil. Los resultados revelaron equivocaciones en la concepcion del rol del psicologo escolar, sobre todo respecto a las posibilidades de intervenciones de la Psicologia en el contexto escolar. Ellos tambien posibilitaron una discusion sobre las implicaciones de esas equivocaciones, especialmente en la insercion de la Psicologia en la escuela.

Development, schooling and Down syndrome: mother's expectations

The present study aimed to investigate the mothers expectations in relation to the development and schooling of the child with Downs syndrome, based on a psychoanalytic approach. A qualitative study was carried through, by means of interviews, which have been recorded, transcribed and later analyzed, from qualitative content analysis. Twelve mothers of individuals with Downs syndrome, ages between two months and 23 years, have participated of the study. The results have disclosed that the diagnosis of syndrome of Down generates impact in the mothers. In this result, the mothers have presented difficulty to construct positive expectations in relation to the development and schooling of their children. The importance of a support and following closer of the mother is standing out, as for the exercise of the motherhood, as well as of teachers who will follow up the pupil with Downs syndrome in the school age.The present study aimed to investigate the mothers expectations in relation to the development and schooling of the child with Downs syndrome, based on a psychoanalytic approach. A qualitative study was carried through, by means of interviews, which have been recorded, transcribed and later analyzed, from qualitative content analysis. Twelve mothers of individuals with Downs syndrome, ages between two months and 23 years, have participated of the study. The results have disclosed that the diagnosis of syndrome of Down generates impact in the mothers. In this result, the mothers have presented difficulty to construct positive expectations in relation to the development and schooling of their children. The importance of a support and following closer of the mother is standing out, as for the exercise of the motherhood, as well as of teachers who will follow up the pupil with Downs syndrome in the school age.

Desarrollo, escolarización y síndrome de Down: expectativas maternas

The present study aimed to investigate the mothers expectations in relation to the development and schooling of the child with Downs syndrome, based on a psychoanalytic approach. A qualitative study was carried through, by means of interviews, which have been recorded, transcribed and later analyzed, from qualitative content analysis. Twelve mothers of individuals with Downs syndrome, ages between two months and 23 years, have participated of the study. The results have disclosed that the diagnosis of syndrome of Down generates impact in the mothers. In this result, the mothers have presented difficulty to construct positive expectations in relation to the development and schooling of their children. The importance of a support and following closer of the mother is standing out, as for the exercise of the motherhood, as well as of teachers who will follow up the pupil with Downs syndrome in the school age.The present study aimed to investigate the mothers expectations in relation to the development and schooling of the child with Downs syndrome, based on a psychoanalytic approach. A qualitative study was carried through, by means of interviews, which have been recorded, transcribed and later analyzed, from qualitative content analysis. Twelve mothers of individuals with Downs syndrome, ages between two months and 23 years, have participated of the study. The results have disclosed that the diagnosis of syndrome of Down generates impact in the mothers. In this result, the mothers have presented difficulty to construct positive expectations in relation to the development and schooling of their children. The importance of a support and following closer of the mother is standing out, as for the exercise of the motherhood, as well as of teachers who will follow up the pupil with Downs syndrome in the school age.