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 apresentaremos uma pesquisa realizada com 13 destes profissionais. Por fim, expomos algumas propostas de atuação: intervenção com alunos monitores; na recepção de calouros; com movimentos estudantis e na intervenção com gestores, coordenadores de curso e professores. Concluindo, compreendemos que a atuação do psicólogo escolar no Ensino Superior deve buscar a superação dos modelos tradicionalmente adotados pautados na culpabilização, fragmentação e individualização do fracasso escolar, efetivando práticas que busquem a emancipação dos indivíduos.Palavras-chave: Ensino Superior; Psicologia Escolar; Psicologia Histórico-Cultural. The role of the school psychologist in higher education: settings, challenges and proposals about school failure AbstractHigher education is a field in which the psychologist is becoming more popular to act, especially to minimize school failure. The objective of this study is to analyze the role of the school psychologist in higher education and the position that this professional takes face to face the failure in school, from the fundamentals of Historical-Cultural Psychology.To understand this process we analyze the current situation of higher education in Brazil, the inclusion of a school psychologist in this level of education and present a survey of 13 of these professionals. Finally, we show some action proposals: intervention with student monitors; at the reception of freshmen; with student movements and intervention with managers, course coordinators and teachers. In conclusion, we understand that the role of the school psychologist in higher education should seek to overcome the models traditionally adopted guided by the scapegoating, fragmentation and individualization of school failure, making effective practices that seek the empowerment of individuals. Keywords: Higher Education; School Psychologist; Historical-Cultural Psychology La actuación del psicólogo escolar en la enseñanza superior: configuracio- nes, retos y proposiciones sobre el fracaso escolar ResumenLa Enseñanza Superior es un campo en que el psicólogo sigue ganando espacio para actuar, principalmente para disminuir el fracaso escolar.Así, el objetivo de este estudio es analizar la actuación del psicólogo escolar en la Enseñanza Superior y el posicionamiento que este profesional asume delante del fracaso escolar, a partir de los fundamentos de la Psicología Histórico-Cultural. Para comprender ese proceso se analizó el cuadro actual de la Enseñanza Superior en Brasil, la inserción del psicólogo escolar en este nive...

Psicologia Escolar na Assistência Estudantil: estudo de caso no Cefet - MG Araxá

“…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.…”

“…(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.…”

Roda de conversa sobre evasão: a psicologia escolar no ensino superior

“…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.…”

Psicologia E a Desigualdade Social Na Educação Superior: As Artimanhas De (Re)produções Sócio-Históricas

“…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).…”