nÃo hà / Esta dissertaÃÃo procura investigar como se dà o fazer de psicÃlogos(as) inseridos(as) no Centro de ReferÃncia Especializado de AssistÃncia Social (CREAS) de um municÃpio da RegiÃo Metropolitana de Fortaleza (RMF) â CearÃ, a partir da percepÃÃo dos mesmos sobre seu trabalho. Para tanto, considera-se como referencial teÃrico, alÃm dos diversos documentos oficiais que versam sobre as polÃticas pÃblicas de AssistÃncia Social e outros que ofereÃam parÃmetros para o trabalho do(a) psicÃlogo(a) no CREAS, os estudos sobre a ClÃnica da Atividade, sem ser excluÃda a colaboraÃÃo de outras clÃnicas do trabalho como a PsicodinÃmica do Trabalho, e tambÃm do conhecimento da Ergonomia. As investigaÃÃes realizadas objetivaram analisar os documentos oficiais e/ou nÃo oficiais atà entÃo existentes e que orientam a atuaÃÃo do(a) psicÃlogo(a) no campo das polÃticas de AssistÃncia Social, mais especificamente no CREAS, e conhecer as aÃÃes desenvolvidas pelos(as) psicÃlogos(as) no exercÃcio de suas atividades de trabalho, mediante o favorecimento de um processo de interpretaÃÃo dos(as) mesmos(as) sobre seu fazer e a repercussÃo de seu trabalho no contexto do CREAS onde exercem suas atividades. à adotado, para a pesquisa, dispositivo metodolÃgico de investigaÃÃo das situaÃÃes de trabalho baseado na anÃlise do contexto de trabalho a partir de uma aproximaÃÃo dos recursos da autoconfrontaÃÃo simples e do mÃtodo de instruÃÃes ao sÃsia. A utilizaÃÃo desses recursos, que teve como base o levantamento de observaÃÃes e de entrevistas realizadas com os(as) psicÃlogos(as) envolvidos no Ãcrea do municÃpio analisado, foi a forma vislumbrada para dar conta da realidade do local de trabalho escolhido e de seus(suas) profissionais. à possÃvel perceber as diversas dimensÃes que envolvem a atividade desses(as) profissionais, e constata-se que o coletivo de psicÃlogos(as) inseridos no especÃfico CREAS encontra-se fragmentado em funÃÃo da dificuldade do compartilhamento de experiÃncias e de instrumentos. No entanto, estes sujeitos ainda encontram, nas atividades que realizam, espaÃos de criaÃÃo, de construÃÃo de sentido e de alcance de prazer. Este estudo tem como mÃrito iniciar um processo de reflexÃo teÃrica e produÃÃo de informaÃÃo empÃrica que busca contribuir para uma melhor compreensÃo do papel do(a) psicÃlogo(a) no CREAS, gerando consideraÃÃes que norteiam o amadurecimento das discussÃes sobre a atuaÃÃo desse profissional num espaÃo relativamente novo para as aÃÃes da Psicologia. Espera-se que, a partir daqui, diretrizes mais firmes para o fazer do(a) psicÃlogo(a) nesta instituiÃÃo possam surgir, de modo a direcionar as atividades dos profissionais, sua seleÃÃo, a avaliaÃÃo de suas aÃÃes e a elaboraÃÃo de capacitaÃÃes mais condizentes com a realidade de trabalho. Do mesmo modo, que novos debates surjam no sentido de se pensar, inclusive, nos currÃculos acadÃmicos de formaÃÃo do(a) profissional de Psicologia, para que este(a) consiga atender Ãs exigÃncias cobradas por esses novos locais de trabalho para o(a) psicÃlogo(a), bem como as dos usuÃrios de seus serviÃos / This paper aims to examine how is the doing of psychologists at the Center of Specialized Reference for Social Assistance (CREAS) in a municipality of the metropolitan region of Fortaleza â CE, Brazil, from the perception of them about their work. So it is considered as a theoretical reference, various official documents about the public policies for social assistance and others that provide parameters for the work of psychologists in the CREAS, as well as studies on the Clinic of the Activity without being excluded from the collaboration of other clinics such as the Psychodynamic of the Work, and also the knowledge of the Ergonomics. The investigations aims to analyze the official and/or not official documents, until then existing, that guide the actions of the psychologists in the field of welfare policies, specifically in the CREAS, and to know the actions taken by the psychologists in carrying out their work activities, by favoring the psychologists a process of interpretation of their activities and the impact of their work within the centers where they carry out their activities. For this research, methodological investigating arrangements of work situations are adopted based on the analysis of the work context of an approach of the resources of the simple autoconfrontation method and the method of the instructions for the double. The use of these resources, which is based on a study of observations and interviews with the psychologists involved in the municipality examined, was the way envisioned to account for the reality of the workplace and their professionals chosen. It is possible to understand the various dimensions that involve the activity of these professionals, and it is found that the collective of psychologists inserted in the specific CREAS is fragmented due to the difficulty of sharing experiences and implements. However, these psychologists still find, in the activities they perform, creating spaces, construction of meaning and pleasure achievements. This study has the merit to initiate a process of theoretical and empirical production of information that sought to contribute to a better understanding of the role of the psychologist in the CREAS, generating considerations that guided the maturation of the discussions on the role of a professional in a new area for the actions of Psychology. It is expected that, from here, firmer guidelines to make the psychologist may arise at this institution so as to guide the activities of professionals, their selection, evaluation of their actions and the development of skills more consistent with the reality of the work. Similarly, it is expected that new debates arise in order to make think, even of academic records of training psychology professionals, so that it can meet the demands imposed by these new workplaces for the psychologist, as well as the users of these services

MELO, Eleonora Pereira. E vamos a luta: o fazer do(a) psicólogo(a) no Centro de Referência Especializado de Assistência Social – CREAS. 2011. 132f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-11-25T12:36:03Z No. of bitstreams: 1 2011-DIS-EPMELO.pdf: 1086901 bytes, checksum: 8f02f67047d6d167bc3c56f873a57cb2 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-11-25T13:52:24Z (GMT) No. of bitstreams: 1 2011-DIS-EPMELO.pdf: 1086901 bytes, checksum: 8f02f67047d6d167bc3c56f873a57cb2 (MD5) / Made available in DSpace on 2013-11-25T13:52:24Z (GMT). No. of bitstreams: 1 2011-DIS-EPMELO.pdf: 1086901 bytes, checksum: 8f02f67047d6d167bc3c56f873a57cb2 (MD5) Previous issue date: 2011 / This paper aims to examine how is the doing of psychologists at the Center of Specialized Reference for Social Assistance (CREAS) in a municipality of the metropolitan region of Fortaleza – CE, Brazil, from the perception of them about their work. So it is considered as a theoretical reference, various official documents about the public policies for social assistance and others that provide parameters for the work of psychologists in the CREAS, as well as studies on the Clinic of the Activity without being excluded from the collaboration of other clinics such as the Psychodynamic of the Work, and also the knowledge of the Ergonomics. The investigations aims to analyze the official and/or not official documents, until then existing, that guide the actions of the psychologists in the field of welfare policies, specifically in the CREAS, and to know the actions taken by the psychologists in carrying out their work activities, by favoring the psychologists a process of interpretation of their activities and the impact of their work within the centers where they carry out their activities. For this research, methodological investigating arrangements of work situations are adopted based on the analysis of the work context of an approach of the resources of the simple autoconfrontation method and the method of the instructions for the double. The use of these resources, which is based on a study of observations and interviews with the psychologists involved in the municipality examined, was the way envisioned to account for the reality of the workplace and their professionals chosen. It is possible to understand the various dimensions that involve the activity of these professionals, and it is found that the collective of psychologists inserted in the specific CREAS is fragmented due to the difficulty of sharing experiences and implements. However, these psychologists still find, in the activities they perform, creating spaces, construction of meaning and pleasure achievements. This study has the merit to initiate a process of theoretical and empirical production of information that sought to contribute to a better understanding of the role of the psychologist in the CREAS, generating considerations that guided the maturation of the discussions on the role of a professional in a new area for the actions of Psychology. It is expected that, from here, firmer guidelines to make the psychologist may arise at this institution so as to guide the activities of professionals, their selection, evaluation of their actions and the development of skills more consistent with the reality of the work. Similarly, it is expected that new debates arise in order to make think, even of academic records of training psychology professionals, so that it can meet the demands imposed by these new workplaces for the psychologist, as well as the users of these services. / Esta dissertação procura investigar como se dá o fazer de psicólogos(as) inseridos(as) no Centro de Referência Especializado de Assistência Social (CREAS) de um município da Região Metropolitana de Fortaleza (RMF) – Ceará, a partir da percepção dos mesmos sobre seu trabalho. Para tanto, considera-se como referencial teórico, além dos diversos documentos oficiais que versam sobre as políticas públicas de Assistência Social e outros que ofereçam parâmetros para o trabalho do(a) psicólogo(a) no CREAS, os estudos sobre a Clínica da Atividade, sem ser excluída a colaboração de outras clínicas do trabalho como a Psicodinâmica do Trabalho, e também do conhecimento da Ergonomia. As investigações realizadas objetivaram analisar os documentos oficiais e/ou não oficiais até então existentes e que orientam a atuação do(a) psicólogo(a) no campo das políticas de Assistência Social, mais especificamente no CREAS, e conhecer as ações desenvolvidas pelos(as) psicólogos(as) no exercício de suas atividades de trabalho, mediante o favorecimento de um processo de interpretação dos(as) mesmos(as) sobre seu fazer e a repercussão de seu trabalho no contexto do CREAS onde exercem suas atividades. É adotado, para a pesquisa, dispositivo metodológico de investigação das situações de trabalho baseado na análise do contexto de trabalho a partir de uma aproximação dos recursos da autoconfrontação simples e do método de instruções ao sósia. A utilização desses recursos, que teve como base o levantamento de observações e de entrevistas realizadas com os(as) psicólogos(as) envolvidos no ócrea do município analisado, foi a forma vislumbrada para dar conta da realidade do local de trabalho escolhido e de seus(suas) profissionais. É possível perceber as diversas dimensões que envolvem a atividade desses(as) profissionais, e constata-se que o coletivo de psicólogos(as) inseridos no específico CREAS encontra-se fragmentado em função da dificuldade do compartilhamento de experiências e de instrumentos. No entanto, estes sujeitos ainda encontram, nas atividades que realizam, espaços de criação, de construção de sentido e de alcance de prazer. Este estudo tem como mérito iniciar um processo de reflexão teórica e produção de informação empírica que busca contribuir para uma melhor compreensão do papel do(a) psicólogo(a) no CREAS, gerando considerações que norteiam o amadurecimento das discussões sobre a atuação desse profissional num espaço relativamente novo para as ações da Psicologia. Espera-se que, a partir daqui, diretrizes mais firmes para o fazer do(a) psicólogo(a) nesta instituição possam surgir, de modo a direcionar as atividades dos profissionais, sua seleção, a avaliação de suas ações e a elaboração de capacitações mais condizentes com a realidade de trabalho. Do mesmo modo, que novos debates surjam no sentido de se pensar, inclusive, nos currículos acadêmicos de formação do(a) profissional de Psicologia, para que este(a) consiga atender às exigências cobradas por esses novos locais de trabalho para o(a) psicólogo(a), bem como as dos usuários de seus serviços.

Construit en multiréférentialité, sur les postulats de la psychologie socioculturelle de Vygotski, de l’analyse clinique de l’activité (Y. Clot), de l’ergonomie de l’activité, cette étude a pour finalité de construire une intelligibilité des pratiques, habitus et singularité entremêlés, dans une approche compréhensive et développementale des actions de préparation, comme « une présence au futur » .Quel(s) liens font les enseignants entre le sens, la forme et les modalités de leur action anticipatrice de préparation et le cours d’action de leur conduite effective de la classe, leur pilotage des tâches, dans la complexité d’une situation d’enseignement-apprentissage, à l’école élémentaire au cours d’une expérimentation de terrain en autoconfrontation croisée ?Cette PROBLEMATIQUE s’organise dans une démarche descriptive et compréhensive autour de trois HYPOTHESES : L’hypothèse 1, sur la nature de la pratique - chaque professionnel interprète différemment la préparation. L’hypothèse 2, entre ce sur quoi porte l’anticipation de la séance (facilitant ou non la gestion de l’imprévu) et son pilotage effectif. L’hypothèse 3, sur les prolongements possibles en formation.La METHODE, une « quasi-expérimentation », permet l’accès à la réalité quotidienne des pratiques, dans un espace de co-construction praticiens / chercheur, en appui de l’autoconfrontation qui permet de «faire vivre la conscience pour l’étudier» (Vygotski), lorsque celle-ci est mise à disposition d’un collectif professionnel, constituant le corpus, arrêté, in fine, sur cinq acteurs singuliers, pour une recherche de typicalité de cas d’enseignants.Les INDICATEURS d’analyse, organisés autour des traces et des conceptions de la préparation, permettent d’éclairer le paradigme d’anticipation et la préparation :- Il existe plusieurs configurations déterminées par le rapport au support-outil et la gestion des interactions langagières.- Le déroulement effectif de la classe est le résultat d’un système d’interactions entre le pilotage à partir de la préparation et les interprétations, incertitudes majeures, que les élèves font des tâches. - En anticipant avec le cadre linéaire de la préparation « canonique » l’enseignant pilote du linéaire, a contrario de l’apprentissage et n’intègre pas de possibilité d’improvisation . Ce n’est pas un outil suffisant du métier, il permet d’établir des relations de détermination, mais peu de relations de signification : l’interprétation reste donc en tension. Pour résoudre cette tension, on peut envisager une voie complémentaire, au croisement d’une clinique de la relation éducative et d’une clinique de l’activité : une post-paration individuelle et collective. Cette POST-PARATION – qui permet de problématiser, d’introduire quelque chose qui n’est pas dans le constat de situation et de se positionner dans cette présence au futur pour permettre l’ajustement de l’action - corrélée avec le style professionnel, en lien avec le genre est constitutive d’un capital de mise en mots et d’un répertoire de mise en actes, qui sont des ressources pour préfigurer l’action. / Built in multireferentiality, on the postulates of the sociocultural psychology of Vygotski, of the clinical analysis of activity (Y. Clot), of the ergonomics of the activity, the finality of this study is to build an intelligibility of the practices, habitus and singularity intermingled, in an understanding and développementale approach of the actions of preparation, like “a presence with the future” .Which bonds make the teachers between the direction, the form and the methods of their anticipatrice action of preparation and the action in progress of their effective control of the class, their leading (piloting) of the tasks, with the complexity of a situation of teaching-training, at the elementary school during an experimentation of ground in cross autoconfrontation?This PROBLEMATIC is organized in a descriptive and understanding step around three ASSUMPTIONS: Assumption 1, about the nature of the practice - each professional interprets the preparation differently. Assumption 2, between it to what the anticipation of the meeting relates (facilitating or not the management of unforeseen) and its effective piloting. Assumption 3, on the possible prolongations in formation.The METHOD, a “quasi-experimentation”, the access to the daily reality of the practices allows, in an enquiring space of co-construction experts / researcher, in support of the autoconfrontation which makes it possible “to make live the conscience to study it” (Vygotski), when this one is placed at the group of professional’s disposal, constituting the corpus, decree, in fine, on five singular actors, for a search for typicality of case of teachers.The INDICATORS of analysis, organized around the traces and of the designs of the preparation, make it possible to clarify the paradigm of anticipation and the preparation:- There are several configurations determined by the report with the support-tool and the management of the linguistic interactions.- The progress of the real enfolding class is the result of a system of interactions between piloting starting from the preparation and interpretations, major uncertainties, that the pupils make with the tasks. - While anticipating with the linear framework of the “canonical” preparation the teacher controls the linear one, on the opposite of the training and does not integrate a possibility of improvisation . It is not a sufficient tool of the trade, it makes it possible to establish relations of determination, but few relations of significance: interpretation thus remains in tension.To solve this tension, one can plan a complementary way, with the crossing of a private clinic of the educational relation and a private clinic of the activity: an individual and collective post-paration. This POST-PARATION - which allows problématiser, to introduce something which is not in the report of situation and to be in this presence with the future to allow the adjustment of the action - correlated with the professional style, in bond with the kind is constitutive of a capital of setting in words and of a repertory of acting out, which is resources to precede the action.