Concepções e práticas acerca de queixa escolar em artigos da revista da associação brasileira de psicologia escolar e educacional
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Data
2024-03-14
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Universidade Federal de Goiás
Resumo
Linked to the Graduate Program in Psychology at the Federal University of Goiás in the line of
Historical, Theoretical and Political Bases of Psychology, the present research, of a
bibliographical and historical nature, has as main objective to investigate the conceptions and
practices about the school complaint in articles from the Journal of the Brazilian Association of
School and Educational Psychology. This research is theoretically based on Historical-Cultural
Psychology in a critical perspective of School and Educational Psychology. At first, it aimed to
understand the process of emergence and development of the field of school and educational
psychology in Brazil. Subsequently, he focused on the phenomenon of school complaints,
trying to understand the concepts and practices about school complaints present in the articles.
To carry out the research, 20 articles were selected from the descriptors 'school complaints' and
'school complaints'. After the exhaustive work of description, dialogues with authors in the area
and analysis of published articles, three categories of analysis were arrived at: conceptions
about school complaints, theoretical foundations about school complaints and action in face of
the complaint. In the final analysis, it was possible to see that the predominant conception
among the psychologists and educators who participated in the research remains linked to the
medical and clinical model, which has as its characteristics the individualizing, reductionist,
pathologizing and psychologizing look at school complaints. Regarding a more critical
conception of school complaints, the analyzes showed that there are discourses that refer to this
perspective and that the authors of the works read, for the most part, are based on HistoricalCultural Psychology and on dialectical historical materialism. The analyzes led us to the
understanding that the conception that professionals have about school complaints will affect
their performance in relation to it.