Marisa Maria Brito da Justa Neves

Inclusão escolar de crianças com deficiência múltipla: concepções de pais e professores

This research aimed at identifying the conceptions of parents and teachers of children with multiple deficiencies, regarding their scholar and social inclusion. Ten families (seven couples and three mothers) as well as 10 teachers of multiple deficiency children participated in this research; these children are attended by the Program of Attendance to Multiple Deficient of the State Secretary of Education of the Federal District - SEDF. Half-structured interviews were made with parents and teachers and also observation of the scholar environment. The results indicated that parents are aware of their childrens deficiency as something that brings great suffering and social limitations, specially related to work. Parents and teachers believe that the scholar inclusion of these children is not possible, for conceiving their development as inexistent and for considering the regular teaching school unprepared to receive them.

Formação e atuação em psicologia escolar: análise das modalidades de comunicações nos congressos nacionais de psicologia escolar e educacional

The following study aims to characterize the evolution of the discussions about the underground education and performance in the area of School Psychology in Brazil. There had been analized 102 works published in Annals of the four National Congresses of School Psychology, promoted for the ABRAPEE, between the years of 1991 and 1998. The works had been grouped in three categories: Theoretical reflections, Reports of Experience and Reports of Research. The data had evidenced a diversification in the production of knowledge in the area of School Psychology, that the period of training experiences are oriented in a more preventive route and that the professional practicals had mentioned themselves, significantly, to the performance with the school community and to the professors.

Cultura da paz e psicologia escolar no contexto da instituição educativa

The following article aims to establish an interface between the Peace Culture declared by the United Nations (UN) and School Psychology, as research and practical areas in the context of educative institutions. The Peace Culture is defined, in agreement with the considerations of the UN, as a constructive and dynamic process. The school institution is approached as an important location to the promotion of human development and cultural canalization. It is presented, also, the contributions and attributions of School Psychology in the development of its educative and formative objectives, specifically in what concerns psychological knowledge. The interface between the Peace Culture and School Psychology showed convergent and complementary conceptions and strategies, with preventive and interventionist scope, promoters of reflections and constructive actions of a Peace Culture in the school environment.

Abordagem Gestáltica e Psicopedagogia: um olhar compreensivo para a totalidade criança-escola

The following study aims to establish an interface between gestalt approach and Psychopedagogy. Gestaltpedagogy base theories are focused, its conception of holistic-relational field, the Contact Cycle theory and the contributions for the learning process and school practices comprehension. From Psychopedagogy, its conception, amplitude and processes evaluation and intervention for the child and educative institution are pointed out; the convergence of their theoretical and practical bases enclose the learning phenomenon, the psychopedagogy evaluation and intervention from a gestaltic standpoint. The interface seeks a new comprehension and interventionist action to the learning process and school complaints, to collaborate to the child development.