O psicopedagogo na escola: espaço, papéis, tensões e perspectivas

Abstract

This monograph, entitled "The psychopedagogist at school: space, roles, tensions, and perspectives", has as its object of study the psychopedagogist in the school context, being carried out in the Pedagogy course at the Faculty of Education of the Federal University of Goiás. The research objective was to analyze the psychopedagogist at school, observing their space of action, social and professional role, as well as the tensions and perspectives present in the field of Psychopedagogy, understanding this professional as a mediator in the process of learning difficulties. The methodology included the carrying out of documentary, bibliographical and empirical research, adopting a qualitative approach in the treatment and analysis of data. The empirical research was carried out through a semi-structured interview script with five psychopedagogues, being three Institutional Psychopedagogists and two Clinical

Psychopedagogists. The interviews took place in the first semester of the year 2021. The interviewed subjects of this monograph effectively contributed to the result and construction of this work, being essential to outline and support this research. The theoretical foundation was given, above all, from the author Nádia Bossa and her commentators, who discuss and analyze the development process of Psychopedagogy, a field of action still under construction in Brazil. Bossa analyzes learning difficulties from a psychopedagogical perspective, showing the social, moral, affective, and scientific relevance of this professional, the psychopedagogue. The theoretical foundation was also based on several authors from the database of SciELO, PePSIC and Revista Psicopedagogia of the Associação Brasileira de Psicopedagogia. The analyzes produced led to a critical and reflective look at the learning process, within a psychopedagogical perspective. We went into legal aspects, in the processes of regulation of the psychopedagogist profession in progress, especially in the Legislative Power. As a result, we notice the lack of a professional who works directly on learning difficulties within schools, contributing to the reduction of dropouts and school failure. The psychopedagogist guides and dialogues with the family, the school, the teachers, and the student himself, who are the subjects of this process. The individual often does not understand the cause of a certain difficulty and, in this context, the psychopedagogue intervenes directly, seeking elements to contextualize and overcome learning difficulties, understanding that everyone can learn equally, without making any distinction.