2016
DOI: 10.1590/2175-3539201502031036
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A atuação do psicólogo escolar no ensino superior: configurações, desafios e proposições sobre o fracasso escolar

Abstract: ResumoO Ensino Superior é um campo em que o psicólogo vem ganhando espaço para atuar, principalmente para minimizar o fracasso escolar. Assim, o objetivo deste trabalho é analisar a atuação do psicólogo escolar no Ensino Superior e o posicionamento que este profissional assume diante do fracasso escolar, a partir dos fundamentos da Psicologia Histórico-Cultural. Para compreender esse processo analisamos o quadro atual do Ensino Superior no Brasil, a inserção do psicólogo escolar neste nível de ensino e apresen… Show more

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Cited by 33 publications
(54 citation statements)
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“…Such conceptions, present in the excerpts of the interviews, restrict the probabilities for practice by this professional. It is not in accordance with the critical perspective (Moura, 2015;Souza, Silva, & Yamamoto, 2014). Besides, it is fundamental that we promote a new interpretation as well as a new institutional practice so that the educational processes at the Cefet might, in fact, reach out to all those who are part of it.…”
Section: Resultsmentioning
confidence: 74%
See 1 more Smart Citation
“…Such conceptions, present in the excerpts of the interviews, restrict the probabilities for practice by this professional. It is not in accordance with the critical perspective (Moura, 2015;Souza, Silva, & Yamamoto, 2014). Besides, it is fundamental that we promote a new interpretation as well as a new institutional practice so that the educational processes at the Cefet might, in fact, reach out to all those who are part of it.…”
Section: Resultsmentioning
confidence: 74%
“…(Student) ... in my opinion the most important thing the psychologist must do is to detect where the problem is, why the student is not learning, what's the reason… after that the psychologist, in collaboration with the Social Worker, produce a prognostic for support and treatment. (Educator) Such conceptions, present in the interviews, restrict the possibilities for practice by this professional because the institution's expectations limit themselves to psychological, therapeutic services, which is not in accordance with the critical perspective on School Psychology (Moura, 2015;Souza, Silva, & Yamamoto, 2014).The greatest problem with this conception is that, according to , it leads to blaming students, who respond by pathologizing and psychologizing educational matters. Thus, the focus of the psychologist's work is still the student.…”
Section: Resultsmentioning
confidence: 99%
“…Something that implies and invites for the improvement of institutional conditions and for works directed to professors, aiming to reflect on the pedagogical practice and the construction of meanings in relation to what is taught. The importance of the publication of practices aimed at Higher Education is reiterated, as well as studies related to School and Educational Psychology and policies in education (Moura, 2015), to support the performance of the psychologist, thus enabling an understanding of specificities of this context and contributing to the elaboration of socially and ethically compromised intervention projects.…”
Section: Resultsmentioning
confidence: 99%
“…Caracteriza-se, portanto, apenas quando necessário. Tais achados estão em acordo com os estudos já realizados (Bisinoto & Marinho-Araújo, 2011;Moura & Facci, 2016;Serpa & Santos, 2001).…”
Section: Prioridade Na Educação Superior: Notas Sobre O Público-alvo unclassified