Thematic section: School and Educational Psychology - Challenges of professional practice and research in different educational contexts

Abstract

Estudos de Psicologia I Campinas I 33(2) I 183-186 I abril -junho 2016 Presentation Thematic section: School and Educational Psychology -Challenges of professional practice and research in different educational contextsHaving a space in a Psychology journal specifically devoted to address issues, questions, findings, and concerns about the professional practice and research in the field of School and Educational Psychology is, on the one hand, a great opportunity to consolidate this area which, from a critical perspective, has been meeting the demands presented by different educational contexts; on the other hand, it is an opportunity to pose questions and challenges faced by professionals who develop activities and carry out studies in schools, universities, and government institutions, since education and barriers to education, especially with respect to the desired performance of children, youth, and adults, has become a top priority topic.Aiming at stimulating reflection and discussion about ways to meet the challenges inherent in the training and education of Psychology or Basic Education professionals, in the professional practice of school psychologists counseling children, youth, or adults, and in research, especially with regard to research methods, we selected the articles that make up this thematic section hoping to shed light on the factors associated with demands of the professional practice and role of researchers, teachers, professors, and psychologists.The introductory article, by Feliciano H. Veiga (University of Lisbon, Portugal), Viorel Robu (Petre Andrei University, Romania), and Adriana Ortiz (National University of Salta, Argentina), presents a discussion of studies on the relationship between student engagement in school and family contexts, demonstrating that different contexts significantly influence this relationship, providing important elements for understanding the role of the family in children's school performance.The second article, also theoretical, by Claisy Maria Marinho-Araujo (University of Brasilia), addresses School Psychology in higher education as an innovative experience, proposing a practical model consisting of five main areas: Institutional Mapping; Psychological Listening; Management of Policies, Programs, and Educational Processes; Pedagogical Proposals and Course Design; and Student Profile, making a valuable contribution to the professional practice in this educational stage.