Made available in DSpace on 2016-04-04T18:29:42Z (GMT). No. of bitstreams: 1 Maria Regina Peres.pdf: 601850 bytes, checksum: 5707ad4454b621ba1972fe19f83420ff (MD5) Previous issue date: 2007-11-27 / Psychopedagogy has been one of the areas of knowledge that has created great interest in professionals attached to education. This work has as its objective to investigate the practice of teacher/pscychopedagogue; his challenges, his limitations, his possibilities concerning the day-to-day routine of preventive psychopedagogy in regular educational institutions. The subjects studied are ten teacher/psychopedagogues from different educational institutions. The material used was a questionnaire of semi-structured interviews. The results show that every of the subjects are of the feminine sex between the ages of 26 and 50. Of these, six have degrees exclusively in education, two were licensed in their state, one had two degrees, and one had degrees in Psychology. In speaking about their own work, the interviewed gave priority to two areas of study: Portuguese language and Mathematics, emphasizing the resources utilized. Of the total participants in this research, nine were able to detect influences of their earlier education in their actual experience today. Concerning the realization of preventive psychopedagogic work, seven affirm the realization of a preventive work while three affirm the non-realization of any preventive work. The procedures used in diagnosing are reading, writing, mathematic skills, educational activities, representation, dramatization, drawing, games, interviews with parents and students, observation, and dynamic evaluation of learning potential. Proposals of intervention consider different types of performance - with the actual students and parents, and with other professionals in similar areas, utilizing cognitive resources, interviews, and integrated activities. The principal contributions of psychopedagogy are: progress in learning ability, emotional relationships, working in group situations, psichopedagogic listening, and the search for methods? strategies. The interviewed consider as challenges in the area of psychopedagogy, among others, the elevated number of students in classrooms, the inclusion of psychopedagogy in the public schools, augmenting the number of teacher/psychopedagogues, the possibility of realizing integrated activities with various professionals, and professional and scientific recognition. The contributions obtained for better results in performance in this area are: diminishing the number of students in the classroom, the necessity of continuing studies, better comprehension concerning the possibilities of institutional psychopedagogic diagnosis, valuing the unified performance of several professionals, and elevating the number of psychopedagogues in educational institutions. / A psicopedagogia tem sido uma das ?reas de conhecimento que t?m gerado grande interesse nos profissionais ligados ? educa??o. Este trabalho tem por objetivo investigar a pr?tica do professor - psicopedagogo, seus desafios, suas limita??es, suas possibilidades, frente ao cotidiano da atua??o psicopedag?gica preventiva em institui??es regulares de ensino. S?o sujeitos dez professores psicopedagogos de diferentes institui??es de ensino. O material utilizado ? um question?rio semi estruturado. Os resultados mostram que todos os sujeitos s?o do sexo feminino, entre 26 a 50 anos. Destes seis s?o formados exclusivamente em pedagogia, dois fizeram cursos de licenciatura, um possui dupla forma??o e um tem forma??o em psicologia. Ao relatarem o pr?prio trabalho, os entrevistados priorizam duas ?reas de conhecimento, l?ngua portuguesa e matem?tica, destacando os recursos utilizados. Do total de participantes da pesquisa, nove conseguem detectar influ?ncias da forma??o inicial na atual pr?tica. Sobre a realiza??o de um trabalho psicopedag?gico preventivo, sete afirmam realizar um trabalho preventivo e tr?s afirmam que n?o. Os procedimentos de diagn?stico mais utilizados s?o a leitura, a escrita, as atividades matem?ticas, as atividades l?dicas, a representa??o, a dramatiza??o, o desenho, as brincadeiras, as entrevistas com pais e com os alunos, a observa??o e a avalia??o din?mica do potencial de aprendizagem. As propostas de interven??o consideram diferentes frentes de atua??o, sendo elas com os pr?prios alunos, pa?s e com os demais profissionais de ?reas afins; para isto s?o utilizados recursos cognitivos, entrevistas e trabalhos integrados. As principais contribui??es da psicopedagogia s?o referentes a melhorias na aprendizagem, nas rela??es afetivo emocionais, na atua??o em equipe, na escuta psicopedag?gica e na busca por estrat?gias metodol?gicas. Os entrevistados consideram como desafios na ?rea de psicopedagogia: entre outros, o elevado n?mero de alunos em sala de aula, a inser??o da psicopedagogia na rede p?blica de ensino, a amplia??o do n?mero de professores psicopedagogos, a possibilidade de realiza??o de um trabalho integrado com diversos profissionais, o reconhecimento profissional e cientifico. As contribui??es obtidas para melhores resultados na atua??o nesta ?rea s?o diminui??o do n?mero de alunos nas classes, necessidade da continuidade de estudos, melhor compreens?o sobre as possibilidades de realiza??o do diagn?stico psicopedag?gico institucional, valoriza??o de uma atua??o conjunta com diversos profissionais, amplia??o de psicopedagogos em espa?os institucionais.