Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-04-07T12:43:48Z No. of bitstreams: 1 CAROLINA NASCIMENTO DIAS.pdf: 3650487 bytes, checksum: 5d87f328d4db538c054ae394b216ede4 (MD5) / Made available in DSpace on 2017-04-07T12:43:48Z (GMT). No. of bitstreams: 1 CAROLINA NASCIMENTO DIAS.pdf: 3650487 bytes, checksum: 5d87f328d4db538c054ae394b216ede4 (MD5) Previous issue date: 2017-02-14 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This study deals with the relation between full-time public school and the childhood and adolescence network protection in the northeast region in Campinas, Brazil. This research?s goal is to investigate how this relation happens and what is the school psychology?s role when facing this scenario. Starting from the comprehension concerning social politics and the need of children and adolescents? full protection and considering them as human beings with rights, we aim at discourse about politics? intersectoriality, thus the network may act by means of breaking with the vulnerabilities concerning children and their families. Based on the studies from the Critical Psychology and the Dialectical Historic Materialism we have been present at the school and the community through the ECOAR Project ? Convenience Action and Reflection Space. The region?s mapping was made to delimit the existing services on the territory, also there were conversations with teachers and managers, observation on the TDCs (Collective Teacher Work), there were meetings with the families and the protection network, analysis of student?s folders who are accompanied by some network service and interviews with the Pedagogical Counsellor at the school. All the procedures previously described were registered in diaries by the ECOAR team and the data was considered by means of constructive-interpretative analysis. The results found from the sources analyzed showed a disarticulation inside the network, the existence of a pathologizing and medicalized culture in the services, the tendency of blaming families for children?s conditions and at last the need for changes inside the institutions so it will be possible to have intersectoral articulation. We understand that in this scenario, school psychology acting possibilities are diverse, as long as professionals in this area are aware of the contractions on the capitalist system and by doing so they adopt practices based on cooperation and dialogues, aiming at enhancing each other and adding up efforts to build, together, an education capable to dialogue with life demands from Brazilian population. / O presente trabalho aborda a rela??o entre uma escola p?blica de educa??o integral e os demais equipamentos da rede de prote??o ? inf?ncia e adolesc?ncia na regi?o noroeste de Campinas, tendo como objetivo de pesquisa analisar como acontece essa rela??o. A partir da compreens?o acerca das pol?ticas sociais e da necessidade de prote??o integral das crian?as e adolescentes, considerando-os como seres de direitos, discorremos sobre a intersetorialidade das pol?ticas para que a rede atue de forma a romper com a vulnerabilidade das crian?as e suas fam?lias. Partindo das contribui??es da Psicologia Cr?tica e do Materialismo Hist?rico Dial?tico, estivemos presente na escola e na comunidade por meio do Projeto ECOAR ? Espa?o de Conviv?ncia A??o e Reflex?o. Foi realizado mapeamento da regi?o, demarcando os servi?os existentes no territ?rio, conversas com professores e gestores, presen?a nos TDCs (Trabalho Docente Coletivo), reuni?es com fam?lias e com profissionais da rede de prote??o, an?lise das pastas de estudantes que s?o acompanhados por algum servi?o da rede e entrevista com o Orientador Pedag?gico da escola. Todos os procedimentos descritos foram registrados em di?rios de campo pela equipe do ECOAR e os dados foram considerados por meio da an?lise construtivo-interpretativa. Os resultados encontrados a partir da an?lise das fontes demonstraram a desarticula??o da rede, a exist?ncia de uma cultura patologizante e medicalizante nos servi?os, a tend?ncia em se responsabilizar as fam?lias pelas condi??es das crian?as e a necessidade de que haja mudan?as no cotidiano das institui??es para que a articula??o intersetorial aconte?a. Percebemos que as possibilidades de atua??o da psicologia escolar diante deste cen?rio s?o diversas, desde que, cientes das contradi??es presente no sistema capitalista, adotemos pr?ticas baseadas na coopera??o e di?logo, visando fortalecermos uns aos outros e somando esfor?os para construirmos, juntos, uma educa??o que dialogue com as demandas de vida da popula??o brasileira.

Made available in DSpace on 2016-04-04T18:29:44Z (GMT). No. of bitstreams: 1 Mara Aparecida Lissarassa Weber.pdf: 1216913 bytes, checksum: 2e85eb10324d7ee4690b83a985c7453f (MD5) Previous issue date: 2009-02-02 / Universidade Estadual Paulista J?lio de Mesquita Filho / Inequalities of our society and the difficulty of existing humanized relationship between adults and children based on the values of the Statute of Children and Adolescents has motivated this study. Thus, this research was aimed in knowing how the values of the triad of Entire Protection Doctrine- liberty, dignity and respect were understood by parents and teachers and its implication on the children?s daily life. This research was taken at a public preschool, having as participants its children?s parents and teachers. The data of this study was produced during the discussion groups as well as the researcher s field diaries records developed during her presence at the school. The results were analyzed according to the historical and dialectical materialism since we believe on the interpretation of the phenomenon from the existing contradictions of daily life. It was proved that the ideology of the capitalism system rules parents and teachers of which subdue to this system even believing that they are the ones who establish the rules and limits. For them the warranty of dignity value is associated with the family?s wealth, respect is related with children?s autonomy, even though adults and children subdue to the society?s oppressive relation and liberty has been understood as the permission for children to express themselves and do whatever they want to, thus it was not observed during our presence at the school. The Statute cannot guarantee a humanized life to this population once social inequalities restrain an equal treatment for those who live such distant reality. The school psychologist needs to assume a role of social transformation promoting the access, the argument and the criticism to what is imposed. / As desigualdades vividas em nossa sociedade e a dificuldade em existirem rela??es humanizadas entre adultos e crian?as tendo como base os valores atribu?dos no Estatuto da Crian?a e do Adolescente motivaram a realiza??o deste estudo. Assim, esta pesquisa teve como objetivo principal conhecer como os valores da trilogia da Doutrina da Prote??o Integral - liberdade, dignidade e respeito - eram compreendidos por pais e educadores e as suas implica??es no cotidiano da crian?a. Realizamos esta pesquisa em uma escola p?blica de educa??o infantil, tendo como participantes os pais e os educadores das crian?as que l? estudavam. Nossos dados foram produzidos nos grupos de discuss?o que realizamos com esses participantes, al?m dos registros dos di?rios de campo da pesquisadora, elaborados ao longo de sua inser??o na escola. Os resultados obtidos foram analisados ? luz do materialismo hist?rico e dial?tico, por acreditarmos na interpreta??o dos fen?menos a partir das contradi??es existentes na realidade cotidiana. Evidenciamos que a ideologia do sistema capitalista domina pais e educadores, os quais se submetem ao sistema, apesar de acreditarem que s?o eles que determinam suas regras e limites. Para eles a garantia do valor da dignidade est? associada ao poder aquisitivo da fam?lia, o respeito relaciona-se com a autonomia das crian?as, apesar de adultos e crian?as se submeterem ?s rela??es opressivas da sociedade e a liberdade foi compreendida como a permiss?o para a crian?a se expressar e realizar aquilo que desejasse, apesar de n?o ser isso que evidenci?vamos na nossa inser??o na escola. O Estatuto n?o ? capaz de garantir uma vida humanizada a essa popula??o uma vez que as desigualdades sociais impedem um tratamento igual para quem vive realidades t?o distantes. O psic?logo escolar, diante disso, precisa assumir um papel de transforma??o social oportunizando o acesso, o questionamento e as cr?ticas ?quilo que est? imposto.

Made available in DSpace on 2016-04-04T18:29:48Z (GMT). No. of bitstreams: 1 Adinete Sousa da Costa.pdf: 1228665 bytes, checksum: e2b5849577a1d38aeedffb79306c0edc (MD5) Previous issue date: 2010-02-08 / This study sought to understand how preschool educators accompany the development of children, using as reference a Prontu?rio de Observa??o da Crian?a P.O.C. . The research s theoretical basis has been delineated on three axes: the first considered some important aspects of the early childhood education in Brazil; the second explained briefly the developmental psychology; and, the third considered some important elements of the Psychologist in Educational context and it?s role in promoting development. This research was developed in a public preschool located in a municipality of S?o Paulo. The analisys adopts a methodology of the historical and dialectical materialism that contained two sources of informations: the researcher's field dairy and the interviews with the educators. Through the analysis of results was found the urgency to focus on actions directed to early child education on promoting the development, given that the weakness of services offered at this school segment has directly affected the physical well-being, social and children's psychological. Another aspect observed in this study was the need of the school psychologist to participate on the planning of educational activities targeting the needs of children, contributing their knowledge of child development. / Este trabalho buscou compreender como educadores da Educa??o Infantil acompanham o desenvolvimento das crian?as, utilizando como refer?ncia um Prontu?rio de Observa??o da Crian?a P.O.C. . O embasamento te?rico da pesquisa est? delineado em tr?s eixos de discuss?o: o primeiro considera aspectos importantes sobre Educa??o Infantil no Brasil; o segundo faz uma breve explana??o sobre a Psicologia do Desenvolvimento; e, por ?ltimo, o terceiro considera alguns elementos importantes sobre a Psicologia na Educa??o e o seu papel na promo??o do desenvolvimento. Essa pesquisa foi desenvolvida em uma escola p?blica de Educa??o Infantil localizada em um munic?pio do Estado de S?o Paulo. O trabalho adota como metodologia o materialismo hist?rico e dial?tico, tendo, no caso, duas fontes de informa??o: os di?rios de campo da pesquisadora e as entrevistas com as professoras. Por meio da an?lise dos resultados, foi constatada a urg?ncia em focalizar a??es direcionadas ? Educa??o Infantil que promovam o desenvolvimento, tendo em vista que a precariedade nos servi?os oferecidos nesse segmento tem atingido diretamente o bem-estar f?sico, social e psicol?gico das crian?as. Outro aspecto constatado nesta pesquisa foi a necessidade do Psic?logo Escolar de participar do planejamento de atividades pedag?gicas direcionadas ?s necessidades das crian?as, contribuindo com os seus conhecimentos sobre o desenvolvimento infantil.

Made available in DSpace on 2014-12-17T15:38:33Z (GMT). No. of bitstreams: 1 JoaoPSM_TESE.pdf: 2312061 bytes, checksum: f75239692454af5d83589357a6c79f17 (MD5) Previous issue date: 2011-06-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / It is intended to problematize forms of participation and political action of psychologists toward mental health policy in Piau?. The study was motivated through challenges faced by the local Psychiatric Reform movement, and the one underway in the country, which needs support technical-assistence and sociopolitical to guarantee accomplishments and to move on with the complete reversion of the asylum to psychosocial model. The method was based on institutional analysis and counted with three insertion moments for the field research: a) to identify historical and political events that configure the local Psychiatric Reform (documental research/oral memory) and to identify psychologists that act in Mental Health; b) to realize participant observation and semi-structured interview with 33 psychologists which act in Mental Health in Teresina; c) to follow the sociopolitical contexts/events of the local Psychiatric Reform (participant observation and conversation circles). The data were analyzed considering four discussion axes, achieved through categorization of the collected material: 1) ways of professional insertion of psychologists in mental health; 2) knowledge and practices used to act in this work context of the profession; 3) political professional movements of workers of the reformist local process; 4) political action of psychologists toward the course of Piau? mental health policy. We concluded identifying that the participation of psychologists in Piau? mental health finds strength by the conduction of its macro and micropolitical professional action. The first one follows oriented by the lemma of social commitment, despite this movement doesn t have equivalence in the transformation of practices and political-professional postures of psychologists in the daily of services. The second is constituted in the every day of work, standing to the political action of the profession implicated with the preservation of the classic modus operandi of being psychologist. Therefore, it is about the actions that give little sustainability technicalassistance to the Psychiatric Reform underway in the State, and why not say in the country / Esse estudo objetivou problematizar as formas de participa??o e a??o pol?tica dos psic?logos frente ? Pol?tica de Sa?de Mental o Piau?. Foi motivado pelos desafios postos ao processo de Reforma Psiqui?trica local e nacional, a qual necessita de ustenta??o t?cnico-assistencial e sociopol?tica para garantir as conquistas e seguir na revers?o do modelo manicomial para o psicossocial. Metodologicamente trabalhou-se na perspectiva da an?lise institucional. A pesquisa de campo foi estruturada em tr?s momentos visando: a) identificar os eventos hist?ricos e pol?ticos que configuraram a Reforma Psiqui?trica local (pesquisa documental/mem?ria oral) e identificar os psic?logos que atuam na Sa?de Mental; b) realizar observa??o participante e entrevista semi-estruturada com 33 psic?logos que atuam na Sa?de Mental em Teresina; c) acompanhar os contextos/eventos sociopol?ticos do processo de Reforma Psiqui?trica local (observa??o participante e rodas de conversa). Os dados foram analisados considerando quatro eixos de discuss?o, alcan?ados a partir da categoriza??o do material coletado: 1) modos de inser??o profissional dos psic?logos na sa?de mental; 2) saberes e pr?ticas profissionais utilizados para atuar nesse contexto de trabalho; 3) movimenta??es pol?tico-profissionais dos trabalhadores do processo reformista local; 4) a??o pol?tica dos psic?logos frente aos rumos da pol?tica de sa?de mental piauiense. Identificou-se que a participa??o dos psic?logos na sa?de mental piauiense pode ser caracterizada nos n?veis macro e micropol?tico. O primeiro segue orientado pelo lema do compromisso social, apesar desse movimento n?o ter equival?ncia na transforma??o das pr?ticas e posturas pol?ticoprofissionais dos psic?logos nos servi?os. O segundo constitui-se na micropol?tica cotidiana do trabalho, cuja a??o pol?tica se apresenta implicada com a preserva??o do modus operandi cl?ssico de ser psic?logo. Portanto, trata-se de a??es que d?o pouca sustentabilidade t?cnicaassistencial e sociopol?tica ? Reforma Psiqui?trica e ? luta antimanicomial

Made available in DSpace on 2014-12-17T15:38:38Z (GMT). No. of bitstreams: 1 PabloSS_TESE.pdf: 1766714 bytes, checksum: 68dee0bbc26a2b796428f492c6dc9adc (MD5) Previous issue date: 2014-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses / As cr?ticas feitas ao processo formativo graduado do psic?logo no Brasil fizeram surgir debates conhecidos por dilemas da forma??o . Nos ?ltimos anos o modelo formativo cl?ssico, baseado no Curr?culo M?nimo passou por uma s?rie de transforma??es ap?s as Diretrizes Curriculares Nacionais (DCN), modificando o contexto dos cursos. Assim, esse trabalho objetiva investigar, em um contexto p?s-DCN, como os cursos de gradua??o em Psicologia no Brasil tem lidado com os dilemas da forma??o. Para tanto, optou-se por analisar os Projetos Pedag?gicos de Curso (PPCs) de Psicologia no pa?s. Foram coletados 40 PPCs, selecionados por regi?o, organiza??o acad?mica e natureza jur?dica. As informa??es coletadas foram agrupadas em tr?s blocos de discuss?es: fundamentos te?ricos, filos?ficos e pedag?gicos; ?nfases curriculares e disciplinas e; pr?ticas profissionais. Os resultados foram agrupados em quatro conjuntos de dilemas: a) ?ticos e pol?ticos; b) te?rico-epistemol?gico; c) pr?tica profissional do psic?logo e d) acad?mico-cient?ficos. Os cursos reivindicam uma forma??o compromissada socialmente, generalista, pluralista, foco em pesquisa, defesa da indissociabilidade entre ensino-pesquisa-extens?o, forma??o interdisciplinar e defesa de uma vis?o de homem e de Psicologia cr?tica e reflexiva e n?o-individualizante. Os curr?culos mant?m o ensino quase que exclusivo das ?reas cl?ssicas, dos campos tradicionais da Psicologia aplicada. A forma??o ? conteudista. A cl?nica ? hegem?nica, tanto na teoria como nos campos de aplica??o. O debate hist?rico ? escasso e s?o ausentes os temas ligados ? realidade brasileira, apesar das pol?ticas sociais estarem presentes nos curr?culos. Atualmente, as DCNs t?m um impacto muito maior nos cursos devido ? influ?ncia das ag?ncias de controle, frutos da pol?tica educacional atual, e o resultado disso ? sentido na homogeneiza??o dos discursos dos curr?culos

Made available in DSpace on 2014-12-17T15:38:42Z (GMT). No. of bitstreams: 1 SorayaSA.pdf: 264047 bytes, checksum: 943bc4ec11fd1a37aef4fcfe7a1bce5c (MD5) Previous issue date: 2008-09-28 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Considering the necessary approaches with the quotidian of the pedagogical field mentioned in the recent productions in Psychology about the insertion of psychologists in the school field, the objective of this work was to know and to understand the dynamics of functioning of a team of pedagogical coordination, intending to produce reflections on the possibilities of action in school psychology with these professionals. Our field of research was the Municipal School Teacher Em?lia Ramos (EMPER), considering its peculiar history, distinguished by a constant effort of achievement of the school success by its pupils. As subject of the study, six pedagogical coordinators participated, who worked at the school in the diurne turns, where regular classrooms of 1? cycle of basic education functioned. As procedures, we use participant observations and open interviews, focusing the activities performed by the coordinators and its possible demands to psychology. We use the analysis of content for the production of results. These results evidenced a work of coordination realized on a structured routine, but flexible, centered around the activity of conduction of groups of studies with the teachers. We grouped the demands to psychology in four thematic groups: diagnosis and attending the pupils; orientation to the families, contribution in the formation of the professionals and clinical listening of the professionals of the school. In this way, it is made clear that, in a context where happens a well articulated and consistent pedagogical work, the possible performance in school psychology is not scrumbled or confused with social and pedagogical practical others which many times takes attendance. With these information, we expect to contribute for the theoretical and practical elaborations, in Psychology and the Pedagogy, compromised with the success of the educative work realized in the public schools / Considerando as aproxima??es necess?rias com o cotidiano do campo pedag?gico apontadas nas produ??es recentes em psicologia sobre a inser??o de psic?logos no campo escolar, o objetivo desse trabalho foi conhecer e compreender a din?mica de funcionamento de uma equipe de coordena??o pedag?gica, com vistas a produzir reflex?es sobre as possibilidades de atua??o em psicologia escolar junto a esses profissionais. Nosso campo de pesquisa foi a Escola Municipal Professora Em?lia Ramos (EMPER), face a sua hist?ria peculiar, marcada por um esfor?o constante de efetiva??o do sucesso escolar de seus alunos. Participaram do estudo seis coordenadoras pedag?gicas, que atuavam na escola nos turnos diurnos, em que funcionam classes regulares de 1? ciclo do ensino fundamental. Para coleta dos dados, utilizamos observa??es-participantes e entrevistas abertas, enfocando as atividades realizadas pelas coordenadoras e suas poss?veis demandas ? psicologia, utilizando a an?lise de conte?do para a elabora??o de resultados. Estes evidenciaram um trabalho de coordena??o realizado em uma rotina estruturada, mas flex?vel, ordenada em torno da atividade de condu??o de grupos de estudos com as professoras. Quanto ?s demandas ? psicologia, obtivemos dados que agrupamos em quatro grupos tem?ticos: diagn?stico e atendimento de alunos; orienta??o ?s fam?lias, colabora??o na forma??o dos profissionais e escuta cl?nica dos profissionais da escola. Em s?ntese, conclu?mos que em um contexto caracterizado por um trabalho pedag?gico bem articulado e consistente, as demandas ? psicologia escolar dizem respeito a especificidades tanto te?ricas quanto pr?ticas deste campo de conhecimento, n?o se reduzindo ou confundindo com outras pr?ticas sociais e pedag?gicas. Al?m disso, o m?todo empregado reafirmou a import?ncia do conhecimento aprofundado de cada cotidiano escolar, para o desenvolvimento de pr?ticas coerentes com suas especificidades. Assim, esperamos que tais dados possam servir ?s elabora??es te?ricas e pr?ticas, em psicologia e na pedagogia, comprometidas com o ?xito do trabalho educativo realizado nas escolas p?blicas

Made available in DSpace on 2014-12-17T15:38:48Z (GMT). No. of bitstreams: 1 FabianaLS.pdf: 655458 bytes, checksum: e94bc91d973d0c27aac0a995d1542a52 (MD5) Previous issue date: 2004-05-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The model of attention to health has been suffering alterations due to the difficulty faced to put into practice its universal, democratic and institutional layout. Since the movement of Sanitary Reform, which focused in the demands of a new health context and the process of work in the area of health, one seeks uninterruptedly, to find a way which leads to the execution of the principles of SUS. Despite having tried, the model of Sanitary Vigilance centered within the work of a multi-professional team has shown fragmentation and little adequacy to the necessity of health in the population. Whilst inserting himself in the field of health, the psychology professional has taken with him his clinic way of attending to individuals being one more in the team to act in a de-contextualised and little critical way. In virtue of this framework, the Ministry of Health invests in the Family Health Program as a new guide in the health system, restructuring the basic attention at a new logic of action. In this way, the municipality of Natal-RN implants, in the year 2002, the PSF in the Northern Sanitary District, a context in which professional teams are created where there is not an inclusion of a psychologist. Consequently, this professional is excluded of his work space in the previous Basic Unities of Health. This piece of work constitutes in the investigation of the implementation and instrumentalization of the Northern Sanitary District PSF of Natal-RN, having as its objective to analyze the implications of this execution for the structuring of the health network services and more specifically the alterations that this implementation could be making to the practice of the Psychology Professionals, emphasizing its advances, obstacles and limitations. To make this work feasible it was necessary to search for data and information from the implementation and execution of the PSF in the DSN, carrying interviews from a semi-structured guide, with 21 institutional actors (members of the team, coordinators and directors of the unities and psychologists) / O modelo de aten??o ? sa?de vem sofrendo altera??es em face da dificuldade enfrentada para p?r em pr?tica seu desenho institucional universalista e democr?tico. Desde o Movimento da Reforma Sanit?ria, que p?s em pauta a exig?ncia de um novo contexto de sa?de e o pr?prio processo de trabalho em sa?de, busca-se, ininterruptamente, encontrar um caminho que leve ? efetiva??o dos princ?pios do SUS. Embora o modelo da vigil?ncia sanit?ria - centrada na atua??o de uma equipe multiprofissional - tenha tentado, mostrou-se fragmentado e pouco adequado ?s necessidade de sa?de da popula??o. Ao inserir-se no campo da sa?de, profissional de psicologia levou consigo seu modelo cl?nico de atendimento, sendo mais um - na equipe - a atuar de forma descontextualizada e pouco cr?tica. Em virtude dese quadro, o Minist?rio da Sa?de investe no Programa Sa?de da Fam?lia enquanto novo orientador do sistema de sa?de, resstruturando a aten??o b?sica sob uma nova l?gica de a??o. Nesse sentido, o munic?pio de Natal-RN, implanta, no ano de 2002, PSF no Distrito Sanit?rio Norte, contexto em que s?o criadas equipes de profissionais nas quais n?o h? inclus?o do psic?logo. Conseq?entemente, esse profissional ? exclu?do de seu espa?o de trabalho nas antigas Unidades B?sicas de Sa?de.Este trabalho constitui-se na investiga??o da implanta??o e instrumentaliza??o do PSF no Distrito Sanit?rio Norte de Natal-RN, tendo como objetivo analisar as implica??es dessa efetiva??o para a estrutura??o da rede de servi?os e mais especificamente as altera??es que essa implanta??o possa estar imprimindo ? pr?tica dos profissionais de Psicologia, destacando seus avan?os, entraves e limites. Para realizar tal estudo se fez neces?rio buscar dados e informa??es da implanta??o e efetiva??o do PSF no DSN, realizandoainda entrevistas, a partir de um roteiro semi-estruturado, com 21 atores institucionais (integrantes de equipes, coordenaodres e diretores de unidades de sa?de e psic?logos)

Made available in DSpace on 2014-12-17T15:38:55Z (GMT). No. of bitstreams: 1 AdrianaBR_DISSERT.pdf: 1721654 bytes, checksum: c674cc02c5cf1b9f45a2d13395454494 (MD5) Previous issue date: 2010-09-10 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The objective of this research was to investigate psychologist‟s practices at the Reference Specialized Center of Social Assistance (CREAS), special social care unit of medium complexity of the Unique System of Social Assistance (SUAS). With the creation of CREAS occurred the reorganization of specialized services and programs which were scattered within the socialassitantial network and began to be part of this center, creating a mosaic of actions directed to people with their rights violated. At the same time, there was a significant arrival of psychologists to the field of Social Assistance and their questioning facing specialized social demands and the (un)definitions of SUAS‟ policy concerning to special social protection. Was aimed in this research to investigate how psychologist‟s practices are developed at CREAS using semi-structured interviews and following the practices developed by three psychologists at a CREAS in the state of Rio Grande do Norte (RN), indicated by the Ministry of Social Development and Fight against Hunger (MDS) as one of the national references in 2008. It was highlighted a complex work field, which is delineated between the user?s rights perspective and the maintenance of historical difficulties concerning to the Social Assistance. In which the professional is requested to act toward the fight against rights violation, but does not find a field where is possible inter-sector and articulated work, in addition of being exposed to the precariousness of work and the weakness of employment ties, associated to the lack of formation to work in the area. Accordingly, there is still a range of challenges to psychologists in the building of a profession which confront risk situations and break off rights violation. / O objetivo desta pesquisa foi investigar a atua??o do psic?logo no Centro de Refer?ncia Especializado de Assist?ncia Social (CREAS), unidade da prote??o social especial de m?dia complexidade do Sistema ?nico de Assist?ncia Social (SUAS). Com a cria??o do CREAS ocorre o reordenamento de servi?os e programas especializados que estavam dispersos na rede socioassistencial que passam a compor esse centro, formando um mosaico de a??es voltadas para as pessoas com os direitos violados. Concomitantemente, h? a entrada significativa de psic?logos no campo da Assist?ncia Social e os questionamentos desses profissionais frente ?s demandas sociais especializadas e ?s (in)defini??es da pol?tica do SUAS quanto ? prote??o social especial. Buscou-se nesta pesquisa investigar como a atua??o do psic?logo ocorre no CREAS por meio de entrevista semi-estruturada e de acompanhamento das pr?ticas desenvolvidas por tr?s psic?logas em um CREAS no Rio Grande do Norte (RN), apontado como uma das refer?ncias nacionais pelo Minist?rio do Desenvolvimento Social e Combate ? Fome (MDS) em 2008. Evidenciou-se um campo complexo de atua??o, que se delineia entre a perspectiva do direito do usu?rio e a manuten??o de dificuldades hist?ricas pertinentes a Assist?ncia Social. Em que o profissional ? solicitado a agir para enfrentamento da viola??o do direito, mas n?o encontra um campo que possibilite o trabalho intersetorial e articulado, al?m de estar exposto a precariza??o do trabalho e a fragilidade dos v?nculos empregat?cios, associado ? falta de forma??o para atuar na ?rea. Portanto, ainda h? muitos desafios para os psic?logos na constru??o de um trabalho que enfrente as situa??es de risco e rompa com a viola??o de direitos.

Made available in DSpace on 2014-12-17T15:39:01Z (GMT). No. of bitstreams: 1 FellipeCL_DISSERT.pdf: 1453762 bytes, checksum: f47fe7954b54ab31426325a0b86fea0a (MD5) Previous issue date: 2013-02-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research has aimed to analyze the presence of the Work and Organizational Psychology (WOP) at the psychologist s undergraduate education after 2004 s National Curricular Guidelines in Brazil. It has investigated in 43 Brazilian undergraduate courses of Psychology how their Course Pedagogical Projects (CPPs) approach the WOP issues. For that investigation, the CPPs, the subjects programmes related to the WOP and the curriculum grid have been accurately read and analyzed. Categories created by similar studies have also been used. The studied knowledge field has been cited by 41 courses, mainly on the definition of the egress s professional profile, on the expected competences and on the psychologist s formation process lines. Moreover, 28 courses have disposed curricular emphasis on the WOP and 12 have provided professional practices on that Psychology s field. All the courses have displayed, at least, one subject related to the WOP and in 29 cases there have been found between two and six subjects concerned to that field of Psychology, occupying nearby 10% of the whole courses credit hours. It has been verified that the Work and Organizational Psychology is allied to discussions about Quality of Life and Health of the Worker, bonded to work prescriptions at the Personnel Management departments and in other places such as syndicates. Additionally, 37% (147) of the WOP s subjects concerns to the contents of the Work Psychology, 21% (81) relates to the Organizational Psychology, 18% (71) are about Industrial Psychology s topics and 14% (55) debates the field generically. The most often issues are: Recruitment and Selection (25 courses); Training, Development, Learning and Education (24); and Work and Mental Health (24). Those topics have assumed three functions: providing principles for the acting at the WOP field; tutoring psychologists to analyze their own workplaces; and offering a comprehension of the human being mediated by the Work. It has been concluded that the WOP is incorporated on the psychologist s undergraduate education by considering the increasing of its presence and the occurrence of its traditional and emergent topics / A pesquisa objetivou analisar a presen?a da Psicologia do Trabalho e das Organiza??es (PT&O) na forma??o graduada do psic?logo ap?s as Diretrizes Curriculares Nacionais de 2004. Investigou-se em 43 cursos de Psicologia do Brasil como os seus Projetos Pedag?gicos de Curso (PPC) contemplavam a PT&O, a partir da leitura exaustiva do PPC e das ementas das disciplinas relacionadas ? PT&O, al?m da an?lise da matriz curricular e do uso de categorias criadas em estudos semelhantes a este. O campo foi citado por 41 cursos, principalmente, na defini??o do perfil do egresso, nas compet?ncias esperadas e no processo de forma??o de psic?logos; 28 cursos possu?am ?nfase curricular em PT&O e em 12 casos havia presen?a de pr?ticas profissionais em PT&O. Todos os cursos apresentaram ao menos uma disciplina no campo e em 29 casos havia entre duas e seis disciplinas, ocupando uma m?dia de 10% da carga hor?ria total do curso. Constatou-se que a PT&O ? vinculada ?s discuss?es de qualidade de vida e sa?de do trabalhador, agregadas ?s prescri??es de trabalho nos setores de Gest?o de Pessoas, e em outros locais, como sindicatos. Ainda, 37% (147) das disciplinas de PT&O versam sobre temas da Psicologia do Trabalho, 21% (81) tratam da Psicologia Organizacional, 18% (71) de assuntos da Psicologia Industrial e 14% (55) tratam de debates gen?ricos sobre o campo. Os temas mais frequentes foram: recrutamento e sele??o (25 cursos), treinamento, desenvolvimento, aprendizagem e educa??o (24) e trabalho e sa?de mental (24). Esses conte?dos assumiram tr?s fun??es: fornecer princ?pios para atua??o no campo, capacitar psic?logos a analisarem seus contextos de trabalho e oferecer uma compreens?o do ser humano mediada pelo trabalho. Concluiu-se que a PT&O est? consolidada na forma??o do psic?logo, pelo ganho gradual de espa?o e pela contempla??o de temas tradicionais e emergentes

Made available in DSpace on 2014-12-17T15:39:06Z (GMT). No. of bitstreams: 1 TabitaASM_DISSERT.pdf: 1343081 bytes, checksum: 9a450bfdf04008fbb559605cc8fb39f6 (MD5) Previous issue date: 2014-05-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The Shelters are responsible for caring for children and adolescents whose families or guardians are temporarily unable to fulfill his role as care and protection. The activities to be developed by psychologists in these services are greatly important for the elaboration and development of political- pedagogical project of the same, and for reasons pertaining to the present and future of children and adolescents received judgments. The psychologist puts up the challenge of contributing to a better care of children, also cooperating with the implementation of the new care standards of childcare. The aim of this study was to investigate the role of the professional psychologist in assistance to children and adolescents in 13 Shelters in the Metropolitan Region of Natal/RN. For both set out to make visits to the institutions to know how it is organized the field work of the psychologist, his routine work and activities developed. Nine psychologists interviewed according to a semi-structured interview script. The data analysis is supported by the theoretical aspects of dialectical materialism historical and theme content analysis was used. Results were presented from three angles: psychologists and institutional framework; activities, resources and methods of work; psychologists and legal frameworks of the Institutional Hospitality. The study points out the recent entry of the psychologist in Shelters, combined with considerable turnover of these professionals. This work has been organized through the Individualized Service Plan, prioritizing the return to family of origin. Moreover, in general, perform joints with the service network, reporting, individual consultations and follow-adoption processes . Staff members, however, feel a lack of specific and continuing training on special protection, including due to the distance between the proposed theory and practice. It was thus observed a movement of psychologists distance themselves from welfare or repressive practices, however the structural difficulties of services and lack of continuing education appear to limit the development of a performance focused on the transformation of the reality of children and adolescents treated and their families / Os Servi?os de Acolhimento s?o respons?veis por cuidar das crian?as e adolescentes cujas fam?lias ou respons?veis est?o temporariamente impossibilitados de cumprir sua fun??o de cuidado e prote??o. As atividades a serem desenvolvidas pelos psic?logos nesses servi?os s?o sobremaneira importantes para a elabora??o e desenvolvimento do projeto pol?tico-pedag?gico das mesmas, bem como para a fundamenta??o das decis?es judiciais concernentes ao presente e futuro dos acolhidos. Ao psic?logo, coloca-se o desafio de contribuir para um melhor atendimento ? inf?ncia, cooperando tamb?m com a implementa??o dos novos par?metros de atendimento dos servi?os de acolhimento. O objetivo desse estudo foi investigar a atua??o do profissional psic?logo no ?mbito da assist?ncia a crian?as e adolescentes nos 13 Servi?os de Acolhimento da Regi?o Metropolitana de Natal/RN. Para tanto, prop?s-se a realiza??o de visitas ?s institui??es, para conhecer como est? organizado o campo de trabalho do psic?logo, sua rotina de trabalho e atividades desenvolvidas. Foram encontrados nove psic?logos, entrevistados de acordo com um roteiro semiestruturado. A an?lise do material coletado est? apoiada nos aspectos te?ricos do materialismo-hist?rico dial?tico, tamb?m foi utilizada a an?lise de conte?do tem?tica e o software de an?lise de dados qualitativos QDA Miner. Os resultados foram apresentados a partir de tr?s eixos de an?lise: os psic?logos e a estrutura institucional; atividades, m?todos e recursos de trabalho; os psic?logos e os referenciais legais do Acolhimento Institucional. O estudo aponta a recente entrada do psic?logo nos Servi?os de Acolhimento, aliada a consider?vel rotatividade desses profissionais. Seu trabalho tem se organizado atrav?s do Plano Individualizado de Atendimento, com prioridade para o retorno ? fam?lia de origem. Al?m disso, em geral, realizam articula??es com a rede de atendimento, elabora??o de relat?rios, atendimentos individuais e acompanhamentos de processos de ado??o. Os profissionais, por?m, sentem falta de forma??es espec?ficas e continuadas sobre a prote??o especial, inclusive devido ? dist?ncia entre o proposto na teoria e a pr?tica. Foi observado um movimento dos psic?logos em distanciar-se de pr?ticas assistencialistas ou repressivas, entretanto, as dificuldades estruturais dos servi?os e a aus?ncia de forma??o continuada parecem limitar o desenvolvimento de uma atua??o voltada para a transforma??o da realidade das crian?as e adolescentes atendidos e suas fam?lias