Silvia Maria Cintra da Silva

A queixa escolar nos ambulatórios públicos de saúde mental: práticas e concepções

Este articulo se refiere a una investigacion realizada junto a psicologos que trabajan en la red publica de Salud Mental en una ciudad del Triangulo Minero con la finalidad de verificar el movimiento de las demandas de las quejas escolares en los ambulatorios, asi como comprender a los profesionales en lo que se refiere a esa cuestion. Se ha verificado la existencia de un indice alto de solicitudes de tratamientos de ninos entre cinco y trece anos de edad, con los encaminamientos, en su mayoria, provenientes de las escuelas. En relacion a la comprension de la queja, se ha observado una vision esencialmente clinica y desconectada de la escuela; prevalece la idea de que existen principalmente cuestiones emocionales por atras de esas quejas, y que la familia esta directamente relacionada a las dificultades de aprendizaje de los hijos. Este estudio ha confirmado datos de otras investigaciones en el area escolar que comparten el mismo referencial teorico aqui utilizado, indicando una urgencia en la revision de los curriculums de los cursos de psicologia, como una forma de instrumentalizar mejor los profesionales recien recibidos.The present study refers to a survey performed together with psychologists who work in the public network of Mental Health in Minas Gerais. It aims to verify the nature of educational complaints as well as the assistance and comprehension of the professional in regards to them. A great demand of educational complaints among children between 5-13 years, the majority coming from schools, was analyzed. As for the comprehension of the complaint which was found to be essentially clinical and disconnected to the school, it was observed that the concept that mainly emotional issues exist behind the complaint and that the family is directly related to the difficulties of the children’s learning prevails. This study confirms data of other studies in the educational field which share the same theoretical reference used here, indicating the urgency to revise the curriculum of courses that train psychologists so as to better prepare them. Keyword: Educational assessment; Psychological theories; Applied Psychology Queja escolar en los ambulatorios públicos de salud mental: Prácticas y concepciones

Algumas reflexões sobre a arte e a formação do psicólogo

This article aims to analyze some of the contributions of art for the training of psychologists. Through a supervised internship in the area of School Psychology which involved art activities, it was possible to perceive changes in the work of the participating interns due to a profound contact with music, literature and visual arts. The necessity of thinking about the importance of art in the personal and professional training of psychologists since the beginning of their college entrance revealed to be evident.

A atuação do psicólogo escolar na rede particular de ensino

Recent studies relating to the performance of school psychologists have focused predominantly on public teaching. In this study we investigate school psychologists working in the private teaching system. We base our work on qualitative assumptions, within a historical-cultural perspective. For this, we carried out semi-structured interviews with twelve school psychologists of private schools from Uberlandia, in the state of Minas Gerais. Results show that the insertion of these psychologists in the private educational system reflects, among other factors, historical issues related to the constitution of School Psychology in Brazil, which, in its turn reveals the professional ́s social image. The works developed by these professionals are predominantly traditional, tending to a theoretical eclecticism, revealing difficulties in the appropriation of more recent contribution in the area. The study points to the need of a greater investment from Educational institutions as well as the necessity of school psychologists to broaden their field of performance.Los trabajos encontrados en literatura reciente sobre la actuacion del psicologo escolar enfocan, predominantemente, el ambito de la ensenanza publica. Por lo tanto, este estudio investiga la practica de este profesional en la red de ensenanza privada, fundamentado en supuestos cualitativos, bajo la perspectiva historico-cultural. Realizamos entrevistas semiestructuradas con doce psicologos escolares de la red de ensenanza privada de la ciudad de Uberlândia/MG y constatamos que su insercion en el segmento educacional privado refleja, entre otros factores, cuestiones historicas relacionadas a la constitucion de la Psicologia Escolar en Brasil, desplegadas en la imagen social del psicologo escolar. Las modalidades de trabajo desarrolladas por los participantes de este estudio son predominantemente tradicionales, sustentadas por una formacion que revela una tendencia al eclecticismo teorico y dificultades en la apropiacion de los avances cientificos mas recientes del area. El estudio indica la necesidad de mayor inversion de las instituciones formadoras y de los profesionales actuantes, para ampliar el campo de actuacion del psicologo escolar y posibilitar practicas emancipadoras.

Entrevistas em psicologia escolar: reflexões sobre o ensino e a prática

A entrevista e um instrumento bastante utilizado no trabalho do psicologo escolar, mas existem poucos estudos sobre essa tecnica dirigidos exatamente a esse publico, principalmente como subsidio para estagiarios, pois a entrevista e mais identificada com a area clinica ou com contextos de pesquisa. Este artigo discute a relevância do ensino da entrevista em psicologia escolar; procura abordar aspectos que, efetivamente, colaborem para a reflexao acerca dessa tecnica e o seu manejo.

O processo de ensinar/aprender uma perspectiva crítica em psicologia escolar e educacional

Through discussions held since the 1980s about Educational and School Psychology in a critical perspective, this research sought to understand the process of appropriation of this concept by a supervisor and an intern psychology of an Institution of Higher Education of Minas Gerais. From the contributions of cultural- historical psychology, the methodological choice was guided by knowing the professional education trajectory of participants, through investigative modality of oral history. The participants gave their testimonies at interview sessions, totaling four sessions with each, for approximately forty minutes. Upon analysis, it is possible to indicate: the mediation of the other as an inherent process in professional choices and practical theoretical learning; challenges and contradictions as a fundamental part of the appropriation process of a critical perspective, suggesting that learning is developed dialectically; practical activity and theoretical studies as essential components for the conceptual appropriation, the need to understand the theory and practice as a unit is indicated; and finally, the supervised learning as essential to the future school psychologist activity. The internship indicates how the mediation between supervisor and intern was fundamental to the theoretical and practical appropriation of Educational and School Psychology in a critical perspective by the intern, as well as the importance of pedagogical actions of the supervisor. The study points to the need for more research and actions for the school psychologist education in a critical perspective to consolidate this field with contextualized and emancipatory practices.Through discussions held since the 1980s about Educational and School Psychology in a critical perspective, this research sought to understand the process of appropriation of this concept by a supervisor and an intern psychology of an Institution of Higher Education of Minas Gerais. From the contributions of culturalhistorical psychology, the methodological choice was guided by knowing the professional education trajectory of participants, through investigative modality of oral history. The participants gave their testimonies at interview sessions, totaling four sessions with each, for approximately forty minutes. Upon analysis, it is possible to indicate: the mediation of the other as an inherent process in professional choices and practical theoretical learning; challenges and contradictions as a fundamental part of the appropriation process of a critical perspective, suggesting that learning is developed dialectically; practical activity and theoretical studies as essential components for the conceptual appropriation, the need to understand the theory and practice as a unit is indicated; and finally, the supervised learning as essential to the future school psychologist activity. The internship indicates how the mediation between supervisor and intern was fundamental to the theoretical and practical appropriation of Educational and School Psychology in a critical perspective by the intern, as well as the importance of pedagogical actions of the supervisor. The study points to the need for more research and actions for the school psychologist education in a critical perspective to consolidate this field with contextualized and emancipatory practices.

Estágio em psicologia escolar e arte: contribuições para a formação do Psicólogo

O presente trabalho relata as experiencias vivenciadas em um estagio de Psicologia escolar realizado no Curso de Psicologia da Universidade Federal de Uberlândia (UFU). O estagio, pautado na Psicologia historico-cultural, estava vinculado a organizacao e ao desenvolvimento de uma disciplina intitulada Psicologia: Ciencia e Profissao, voltada para os alunos que ingressavam no referido curso. A ementa dessa disciplina vai ao encontro da necessidade de desenvolvimento de uma visao critica e socialmente comprometida em relacao a Psicologia, o que permite a constituicao de um espaco de possibilidades de se considerar essa ciencia e profissao de um modo mais amplo. As atividades desenvolvidas nos encontros buscavam instigar reflexoes acerca da Universidade, da Psicologia como ciencia e profissao e da vida academica. Para embasar essas discussoes, a Arte (cinema, pintura, teatro, literatura, musica) foi utilizada como mote para a apropriacao e a construcao do proprio conhecimento. Descrevemos aqui a trajetoria desse estagio e as suas repercussoes na formacao pessoal e profissional dos futuros psicologos, dando destaque para as contribuicoes desencadeadas a partir do contato com a Arte tanto para os estagiarios como para a supervisora.

Formación de Psicólogos para Trabajar en el Ámbito de la Educación – Concepciones de los Coordinadores del Curso

Con la implementacion de las Directrices Curriculares Nacionales (DCN) para los cursos de Psicologia en 2004, los proyectos pedagogicos empezaron a incorporarlas considerando las distintas condiciones y caracteristicas especificas de cada curso. La investigacion interinstitucional aqui descrita investigo como estan utilizando las DCN los cursos de psicologia, centrandose en los procesos educativos. Cinco Instituciones de Educacion Superior (IES), tres publicas y dos privadas fueron investigadas en Minas Gerais. Abordamos aqui las entrevistas con cinco coordinadores de curso y un ex coordinador; su lectura cuidadosa permitio organizar los ejes de analisis: caracterizacion de los participantes; caracterizacion de la carrera de psicologia; directrices curriculares nacionales; formacion del psicologo; y formacion del psicologo para trabajar en el campo de la educacion. Profesionales que se dividen en varias tareas y experimentan numerosos desafios, los coordinadores son un elemento clave para la comprension y el uso de las DCN a diario en los cursos de Psicologia, e importantes mediadores entre este documento, el proyecto pedagogico, las actividades de ensenanza y las actividades de formacion del psicologo. La apropiacion de la funcion de coordinador es un proceso que se produce en el curso de la propia funcion, y en este sentido, destacamos la necesidad de la formacion continuada para hacer frente a las diferentes demandas del curso.The pedagogical projects of Psychology courses started to incorporate – considering their different conditions and specificities – the National Curriculum Guidelines (NCG), after its implementation in 2004. This work reports an inter-institutional research which investigated how the incorporation of NCG is happening within Psychology courses, focusing on the educational processes. Five Higher Education Institutions in Minas Gerais – three public and two private – were surveyed. Interviews with five current Program Coordinators – and a former one – are addressed. A careful reading led to the organization of the following axes: characterization of participants; characterization of the psychology course; national curriculum guidelines; psychologist education; and psychologist training in the field of education. As professionals with multiple tasks that have experienced numerous challenges, coordinators are key actors to understand and incorporate NCG into the everyday of a Psychology course and, at the same time, important mediators of this document, the pedagogical project, the professorial activities, and the psychologist Silvia Maria Cintra da Silva Universidade Federal de Uberlândia, MG, Brasil. Anabela Almeida Costa e Santos Peretta Universidade Federal de Uberlândia, MG, Brasil.

O caminho se faz ao caminhar: atuações em Psicologia Escolar

A Psicologia Escolar viveu um momento de critica aos seus moldes tradicionais de atuacao - baseados no diagnostico e tratamento. Atualmente vem sendo priorizadas praticas comprometidas com a qualidade da educacao. A presente pesquisa teve como objetivo conhecer praticas de psicologos que atuam em secretarias de educacao em 98 municipios de Minas Gerais. Por meio de questionarios e entrevistas, foram buscadas informacoes sobre a historia do servico, a estrutura e as condicoes de trabalho, a atuacao profissional e a fundamentacao teorica adotada. Este artigo baseia-se em duas entrevistas e apresenta a pratica de psicologos que estao em consonância com a Psicologia Escolar Critica. Considera-se que importantes praticas vem sendo desenvolvidas no sentido de que a Psicologia contribua para que a escola seja efetivamente espaco de humanizacao e apropriacao do conhecimento, porem e relevante que haja politicas publicas que melhorem as condicoes de trabalho e ampliem as possibilidades de atuacao do psicologo nas instituicoes educacionais.

O psicólogo e as demandas escolares - considerações sobre a formação continuada

The continuing formation of the psychologist who works with school demands is still an unexplored topic in the literature; however, of great relevance. This article reports a qualitative research whose objective was to understand the conceptions about the continuous formation of psychologists who work with school demands from their initial formation, practice, and experiences of continuous formation, in the Triângulo Mineiro region. Four psychologists were interviewed who work in diverse educational spaces. We find that there is a certain distance between the conception of continuing education and the ways in which it is developed. Three mentioned a theoretical framework that was not consolidated or nonexistent, which is reflected both in the challenges pointed out and in the reports regarding the continuous formation itself. Conceptions about continuing education are distanced from social commitment, but we also highlight the unfavorable conditions for the pursuit of this training, such as the lack of courses and precarious working conditions.

FORMAÇÃO DE PSICÓLOGOS PARA A EDUCAÇÃO: CONCEPÇÕES DE DOCENTES

As Diretrizes Curriculares Nacionais (DCN) de 2004 para a formacao em Psicologia deram inicio a mudancas e reformulacoes nos curriculos, projetos pedagogicos e cotidiano dos cursos. A presente pesquisa teve como objetivo compreender as concepcoes de docentes sobre a formacao do psicologo, com destaque para a enfase em processos educativos, bem como seu entendimento sobre as repercussoes das DCN no cotidiano dos cursos de Psicologia. O estudo foi realizado em cinco Instituicoes de Ensino Superior (IES), sendo tres publicas e duas privadas,no Estado de Minas Gerais e teve como participantes 13 professores. Foram realizadas entrevistas e, a partir delas, foram elaboradas tres categorias para a analise: Diretrizes Curriculares Nacionais; Formacao do Psicologo e Formacao do Psicologo para Atuacao no Campo da Educacao. Pode-se concluir que: - o professor, como ator fundamental do processo formativo, precisa se inteirar da legislacao que rege o curso; - e imprescindivel que as IES promovam espacos de discussao sobre os documentos, pois a implementacao destes necessita ser fruto de um trabalho coletivo, que conte com a participacao dos docentes. Por fim, destaca-se a urgencia em formar psicologos escolares criticos, que considerem a complexidade dos fenomenos educativos em sua atuacao.