A atuação de psicólogas (os) escolares diante das questões étnico-raciais na escola

Abstract

The work carried out here addresses school psychology in intersection with ethnic-racial issues, with the aim of discussing the professional role of school psychology in the face of ethnic-racial issues in schools. This research was conducted within the scope of the Postgraduate Program of the Federal University of Goiás, in the line of research: Psychosocial and Educational Processes. This research is based on historical-cultural psychology and from a critical perspective of school psychology, understanding the individual as a historical, social, cultural and political being who is part of the construction of educational phenomena. The general objective was to understand the challenges and possibilities of the work of school psychologists for ethnic-racial relations in basic education. In fact, it is considered essential to combat structural racism in schools in order to guarantee access to quality education for black and brown students. Thus, a qualitative research was carried out based on Vygotsky's assumptions, based on the following procedures: theoretical-methodological study, literature review and semi-structured interviews. The study participants were four psychologists working in public schools. A descriptive and interpretative analysis of the literature review was carried out. The interviews were analyzed using axes of meaning in order to capture the senses and meanings of the participants on the topic under study, namely: School psychology from the perspective of the psychologists interviewed; Psychologists who put out fires; Is my curly hair like a queen? The research provided knowledge about the work of psychologists in the face of ethnic-racial issues, pointing out several challenges that have hindered the practice, mainly related to leadership/management, number of schools to be served and demands considered emergency. There are many challenges in working in school psychology in the face of ethnic-racial issues, but there are also possibilities, based on the guidelines and definitions of the legislation and literature on the subject, as well as the development of collaborative work with the school community.