The purpose of this study was to determine whether administrator preparation programs effectively prepared administrators for work in schools with increasing Aboriginal populations. The study facilitated the reflections of eleven Aboriginal administrators; six non-Aboriginal administrators; and five Aboriginal teachers concerning the preparation of administrators for work in increasingly diverse schools. The reflections explored the specific skills and knowledge necessary for work in schools with high Aboriginal enrollments.<p> Data was collected with the aim of informing praxis. Participants volunteered to take part in focus groups, and where necessary the researcher implemented additional means of collecting data. Volunteers were asked to reflect on (a) The effectiveness of their preparation for administration in schools with high Aboriginal enrollments; (b) the necessity for changes to existing preparation programs; (c) the skills and knowledge necessary for work in increasingly diverse schools; and (d) proposed changes to the preparation of administrators. Research data formed the foundation for ascertaining changes to the preparation of administrators for the sake of education equity.<p> Research findings suggested that administrator preparation programs have not adequately prepared administrators for work in schools with increasing Aboriginal populations. Participants concluded that there was a need for changes to occur in the preparation of administrators. As well, they also identified the specific skills and knowledge, and the personal qualities that were essential for work in increasingly diverse schools. Finally, the research study suggested ways of informing praxis that included examining both the personal and institutional commitments and responsibilities required for changes to occur in the preparation of administrators for education equity. These commitments and responsibilities included undertaking reflective practices on individual cultural frames; and strategic planning with a diverse stakeholders group to ascertain changes to existing programs that would facilitate the inclusion of an education equity focus in the core of administrator preparation.

The aim of the current project was to improve the cross-cultural clinical competence of mental health staff in Victoria’s Crisis Assessment and Treatment Teams (CATTs) by developing, delivering and evaluating a training program in Cross-Cultural Psychiatric Assessment (CPA). The project was guided by a program logic framework. A literature review demonstrated cross-cultural differences in manifestations of mental disorders and disparities in mental health service provision to racial and ethnic groups, suggesting clinician bias, unfamiliarity with cross-cultural manifestations, or delayed help-seeking by ethnic groups. No research has been identified into crisis service provision to ethnic communities. (For complete abstract open document)

Aim – The aim of the study is to investigate the way trust and relationships can be affected by Cross-Cultural Training, which will ultimately enhance intercultural business performance. Methodology – Qualitative data is gathered by conducting semi-structured interviews which provide deep responses on Cross-Cultural Training among Japanese companies operating in Sweden. Based on secondary data, theoretical discussions are grounded serves as a foundation for the study. Findings – The study resulted in two categories of companies in which one applies Cross-Cultural Training in order to build and maintain trust and relationships when developing intercultural business practices among Japanese companies and Swedish subsidiaries. Whereas the other type of companies have a different type of International Organizational Structure in which Cross-Cultural Training is redundant and relationships and trust are preserved since they do not interact directly with the Japanese- Headquarters or employees. Limitations – The research is solely based on an extensive qualitative study. Thus, a quantitative study should be conducted in order to support these findings to provide more rigidity and reliability. A complementary study from a Japanese perspective would clarify the reasons behind the decisions made in Sweden. Implications – Academicians can extend this study in order to understand the deeper reason on why some companies decide to work with an organisational structure which differs from the traditional working behaviours and dimensions of national culture. Furthermore, the study provides implications for business managers to anticipate different cultures when conducting international business. It furthermore forms a basis for academicians to conduct future research on Cross-Cultural -business and –training. These implications are generalizable across a manifold of industries since the study is based on a multiple case study.

Increasingly, government and educational institutions are turning to study abroad programs as one of the primary means of providing students with important cross-cultural and linguistic skills. However, because of constraints on time and financial resources most students participate in short term programs lasting approximately two months. Additionally, research regarding students’ linguistic and cultural growth in study abroad shows that some students gain far more from their participation than others. The purpose of this study was to examine the cultural and linguistic learning that takes place in short-term programs and discover some of the factors that predict students’ growth while abroad. This study examined the relationship between important factors such as students’ level of cultural sensitivity, students’ relationship with their host family, motivation to learn the language, the amount of time students’ spent interacting with native speakers, as well as students’ oral language skills during a seven-week study abroad program. Surveys were used to measure each of the variables except for students’ oral language skills. To measure changes in oral skills, the researcher created an innovative instrument in which native speakers rated clips of student speech in the target language from before and after their time abroad. As found in previous research, students varied greatly in the amount of progress made in oral language skills and cultural sensitivity while abroad. However, students generally demonstrated small, but significant improvements in their oral language skills, despite the brief nature of their program. Further, the instrument created to measure growth in oral language skills showed high reliability. Interestingly, students’ level of cultural sensitivity prior to going abroad predicted changes in oral language skills. These results provide support for students’ participation in short-term study abroad programs since students generally experience noticeable improvements in language skills. They also suggest that students who are more culturally sensitive may have an advantage in language learning during study abroad programs. These results could be helpful for administrators in determining who may benefit most from such programs and may suggest that helping students gain cultural sensitivity could also aid students’ language learning. / text

International assignment failures cost an organization roughly 3 to 4 times an expatriate's annual salary with the most expatriate failures cited for work assignments in China. Previous scholarly research identified cultural intelligence (CQ) as being influential to expatriate work outcomes. The purpose of this correlational study was to examine the relationships among a subset of CQ predictor variables and work outcome related dependent variables. Quantitative analysis regarding the relationship between CQ and work outcomes for U.S. nationals working in China does not currently exist in the scholarly research. Improvement of expatriate work outcomes and reduction of failed assignment costs is the intention. The study included self-reported measurements collected via online surveys from 88 U.S. nationals with work experience in China. Pearson correlation test results and multiple linear regression analysis indicated significant predictive relationships between CQ and work performance (F(4, 83) = 8.202, p < .001, adjusted R2 = .249) and between CQ and job satisfaction (F(4, 83) = 3.522, p < .05, adjusted R2 = .104). Motivational CQ had a statistically significant predictive power for work performance and job satisfaction. These findings suggest that the CQ construct may help to assess expatriate assignment readiness. The social change implications of this study include the utilization of CQ in better identification, selection, and training of employees for international assignments; improvement of expatriate work outcomes; reduction of expatriate turnover; and reduction of expatriate assignment costs.

Strukturella reformer har förvandlat Latinamerikas ekonomier från att vara stängda och statsdominerade till att bli mer marknadsorienterade och öppna för resten utav världen. Grundat på den politiska utvecklingen och den ekonomiska tillväxten blir marknaden mer stabil och utgör stora möjligheter för företag som vill satsa utomlands. Men med inträdet på en främmande marknad kommer kulturella utmaningar som kan ställa till problem om man inte ger dem tillräcklig uppmärksamhet. Studiens syfte är att undersöka och beskriva de kulturella skillnaderna som kommer till uttryck när svenska företag är verksamma på den latinamerikanska marknaden och hur de hanterar dessa. De teorier som ligger till grund för analysen handlar om kulturdimensioner, psykisk distans, internationaliseringsprocessen och kulturell träning. Studien är genomförd med en kvalitativ ansats. Det utfördes 11 semistrukturerade intervjuer med representanter från företag som är verksamma på den mexikanska marknaden, och det är individens erfarenheter på denna som ligger till grund för studiens analys och slutsatser. Studien finner att de största kulturella skillnaderna som svenska företag upplever på den mexikanska marknaden är att det finns en större maktdistans och en striktare hierarki. Den mexikanska affärskulturen är relationsbaserad, något som kan vara en hög barriär för svenska företag vid ett inträde på marknaden. Tidsuppfattningen är en kulturell skillnad som kan göra att svenska representanter kan känna en frustration, då man i Mexiko har en långsiktig orientering och inte använder tid som mått som man i Sverige gör. Den mexikanska affärskulturen har en maskulin orientering vilket innebär att arbete och pengar prioriteras framför familj och fritid. Svenska företag hanterar de kulturella skillnaderna bland annat med att etablera ett lokalt bolag eller att anlita en agent för att ta hand om verksamheten åt dem. / Due to structural reforms, the economies of Latin America have changed: From being restricted to their own countries, meaning that other countries have not had much possibility to do business with them and addition to this being dominated by the state, the economies of Latin America are now more open and market-oriented. Based on the political development and economic growth the market is now becoming more stable. The Latin American market represents great possibilities for companies that want to expand their business abroad, but together with the entry on an unknown, foreign market come cultural challenges that may cause problems if they are not given enough attention.This study's purpose is to examine and to describe the cultural differences that appear when Swedish companies operate on the Latin American market, and how they handle them. The theories that form the basis for the analysis are theories about cultural dimensions, psychic distance, the process of internationalization and cultural training.The study is conducted by eleven semi-structured interviews with representatives from companies that are active on the Mexican market, and it is their individual experiences of the market that form the basis for the study’s analysis and conclusions.The conclusion of the study is that the biggest cultural differences that appear when Swedish companies operate on the Mexican market are the higher level of power distance and the more rigid hierarchy on the Mexican market. The business in Mexico is relationship based, something which can create a barrier for the Swedish companies when they enter the market. The Mexican perception of time can lead to frustration as the Mexican business culture has a long-term- orientation, and time is usually not being used as a measurement in the same way as in Sweden. The Mexican business culture also has a masculine orientation which involves that work and money are given a priority above spare time and family. The companies handle the cultural differences, for instance, by establishing a local subsidiary or by turning to an agent who can take charge of their business on the market.

找到在台灣的外國人的工作是不容易的，要在工作中取得成功，是大家最困難的。 ，我也不例外，這就是為什麼我們認為在台灣的表現“的外籍專業人才的決定因素”“是當代的主題。這是值得探討的良好的工作業績，為台灣的標準是什麼。本論文研究的成功，在台灣的外國人的工作表現的原因。因此，我們取得了一些成功的人，採訪檢查的現象：克謝尼婭Mardaeva（技嘉），Erenzhen Kornusov（P.莫利哀/ Albest樂器），詹姆斯·邁克爾·戴維森（項目台北桃園國際機場線），：邁克Maydana（L​​iankuann企業有限公司），里卡多·N.奎瓦斯比利亞洛沃斯（寶來電子有限公司）。在這項研究中，我們打算學習外國專業人員性能的決定因素：如何實現在台灣工作中的成功，如何通過自己在台灣，如何建立和集約化生產與上司的關係。這是這項研究的主要問題。為了揭露這些問題，我們已採取以下步驟：建立研究目標，建立研究的問題，以往的研究概況，定義樣本宇宙，標誌著代表性的樣本，組織採訪，分析數據和解釋結果。 外國人的性能分析將探討更深入地理解實現在工作場所的效率。此外，它還將幫助人們願意留在台灣，以提高各自的特點，從自己的長處得到的好處和優勢變成自己的弱點。 有三個問題陳述我們的重點。第一個是需要調整我們的行為，在新的文化環境，以減少工作的不確定性，因為外國人的文化敏感性的更大的是更大的是他的工作表現。我們有完整的答案：學習中國語言，當地的飲食習慣改變自己，打扮自己像一個本地和尊重他們的風俗習慣，為變化做好準備，尊重當地的法律，這是必要的。 第二個是創造生產與上司的關係。我們的外國專業人士的建議如下：尊重人，不要怕你的老闆，不要試圖掩蓋問題，保持你的邊界，是積極的，表現出主動，擁抱自己的優勢，制定一個計劃，不海港不滿，沒有個性化的客觀，接受對自己的行為負責。 成功的表現下一個決定因素是：如何表現進行評估，以及提供反饋意見，以及如何實現的性能改進有強烈的衝擊，“在台灣的外籍專業人士的表現。 / To find a job for a foreigner in Taiwan isn’t easy, and to be successful at work is the most difficult for everyone. And I’m not the exception, that’s why we think “Determinants of the foreign professionals” performance in Taiwan” is contemporary theme. It is worthy to analyze what are the criteria of the good job performance for the Taiwanese. This thesis investigates the reasons of the successful foreigners' job performance in Taiwan. Therefore we obtained interview with some successful people to examine the phenomena: Kseniya Mardaeva (GIGABYTE), Erenzhen Kornusov (P. Mauriat/Albest Musical Instruments), James Davidson Michael (the project Taipei Taoyuan International Airport Link), Mike Maydana (the Liankuann Enterprises Co.Ltd.), Ricardo N. Cuevas Villalobos (Polylight Electronics Co., Ltd.). In this research we intend to study determinants of foreign professionals' performance: how to achieve success in work in Taiwan, how to adopt yourself in Taiwan, how to build productive and intensive relationship with the supervisor. These are the major problems of this study. In order to expose these problems we have taken following steps: establishing research goal, establishing research questions, previous studies overview, defining sample universe, marking out representative sample, organize interview, analyze the data and interpreting the results. The analysis of foreigner’s performance will explore deeper understanding of achieving efficiency at the working place. Moreover it will also help people willing to stay in Taiwan to improve their individual characteristics, to get benefits from their strengths and to turn their weaknesses into strengths. There are three problem statements we are focusing on. The first one is the need to adjust our behavior to new cultural environments in order to reduce job uncertainty, because the greater the cultural sensitivity of the foreigner is the greater is his job performance. We got complete answer: it’s necessary to learn Chinese language, change yourself to the local culinary habits, dress yourself like a local and respect their customs, be prepared for the changes, respect the local law. The second one is creating productive relationship with the supervisors. Our foreign professionals suggest the following: show respect, don’t be afraid of your boss, don’t try to hide problems, maintain your boundaries, be positive, demonstrate initiative, embrace your strengths, make a plan, don’t harbor resentments, don’t personalize the impersonal, accept responsibility for your own behavior. The next determinant of successful performance is: how well performance is evaluated, how well feedback is provided and how well performance improvement achieved has also strong impact on the foreign professionals' performance in Taiwan.

[pt] Esta tese tem como objetivo discutir o padrão de acesso dos alunos da rede municipal de educação da cidade do Rio de Janeiro aos equipamentos culturais parceiros da prefeitura no Projeto Escola e Museu. Em geral, a promoção cultural se dá através do diálogo das escolas com instituições diretamente ligadas à cultura como museus, centros culturais, bibliotecas, teatros e planetários. Entretanto, em tempos de responsabilização docente baseada em índices construídos a partir dos resultados das avaliações em larga escala, será que há possibilidades para a formação cultural em espaços de educação não formal? O referido objetivo se desdobra em questões que orientam a investigação: Como as escolas se apropriam dos equipamentos culturais, especialmente dos museus parceiros da SME/RJ? A escola valoriza o diálogo com os espaços de educação não formal? Quais experiências os alunos da rede estão vivenciando nos equipamentos culturais? Para a realização do estudo, foram adotadas as seguintes estratégias metodológicas: i) observação das atividades realizadas com os alunos do ensino fundamental em sete museus e centros culturais parceiros da Secretaria Municipal de Educação (SME/RJ) no Projeto Escola e Museu; ii) realização de entrevistas com a coordenadora do Projeto Escola e Museu e com os docentes participantes; iii) análise documental do projeto, através de textos secundários. A investigação aborda as contribuições dos Estudos sobre Avaliação e Desempenho e Estudos sobre Cultura e Formação Cultural, campos que permitiram investigar as relações entre formação acadêmica e formação cultural no âmbito das políticas públicas educacionais. A pesquisa problematiza a questão da formação cultural fundamentada em autores como Hans-Georg Gadamer e John Dewey. A hipótese que engendrou a pesquisa foi a de que o acesso dos alunos aos equipamentos culturais através do Projeto Escola e Museu pode contribuir para a ampliação da formação cultural, em uma dimensão de experiência crítica, que proporcione o desenvolvimento da emoção estética e a inserção do aluno na sociedade na perspectiva cultural. A partir das análises, as conclusões encontradas foram: (i) em contexto de responsabilização docente, o Projeto Escola e Museu configura-se um exemplo de bom uso dos resultados das avaliações externas, à medida que as escolas participantes são selecionadas a partir de critérios como, por exemplo, estarem situadas em áreas conflagradas da cidade e apresentarem baixo desempenho. Logo, através desse projeto, pode-se perceber uma estratégia de tentar promover a equidade na rede; (ii) o Projeto Escola e Museu cumpre os seus objetivos por: promover o acesso de professores e alunos a museus, centros, institutos de arte e cultura, como atividade articulada ao desenvolvimento do Currículo; estimular a valorização do patrimônio cultural da cidade; estimular a formação de público de visitação a instituições e espaços culturais decorrente do desenvolvimento do interesse de alunos e professores pela apropriação de bens culturais; possibilitar aos alunos aprofundar e diversificar as formas de aprendizagem dos conteúdos das distintas áreas do conhecimento, proporcionados nas visitas às instituições culturais; (iii) o Projeto também apresenta aspectos que precisam ser melhorados tais como: o atendimento restrito aos alunos do oitavo ano; número reduzido de escolas participantes; concentração dos equipamentos culturais na zona sul e no centro da cidade e problemas relacionados ao deslocamento. / [en] This thesis aims to discuss the access pattern of the students of the Municipal Education Network of the city of Rio de Janeiro (SME/RJ) to the cultural facilities partners of the city hall in the Project School and Museum. In general, cultural promotion takes place through the dialogue of schools with institutions directly linked to culture such as museums, cultural centers, libraries, theaters and planetariums. However, in times of teacher accountability based on indexes constructed from the results of large-scale evaluations, is there any possibility for cultural formation in non-formal education spaces? This objective is deployed on issues that guide this research: How do schools take ownership of cultural facilities, especially from SME / RJ partner museums? Does the school value dialogue with non-formal education spaces? What experiences are network students having with the cultural equipment? In order to carry out the study, the following methodological strategies were adopted: i) observation of the activities carried out with elementary school students in seven museums and cultural centers partners of the Municipal Department of Education (SME / RJ) in the School and Museum Project; ii) interviews with the coordinator of the School and Museum Project and with the participating teachers. The research deals with the contributions of the Studies on Assessment and Performance and Studies on Culture and Cultural Formation, fields that allowed to investigate the relations among academic formation and cultural formation in the scope of public educational policies. The research problematizes the question of cultural formation based on authors such as Hans-Georg Gadamer and John Dewey. The hypothesis that generated the research was that the students access to cultural equipment through the School and Museum Project can contribute to the expansion of cultural formation, in a dimension of critical experience that provides the development of aesthetic emotion and the insertion of the student in society through the cultural perspective. From the analyzes, the conclusions were: (i) in the context of teacher accountability, the School and Museum Project is an example of good use of the results of external evaluations, as participating schools are selected based on criteria like if they are in areas of conflict in the city and have poor performance. Therefore, through this project, one can perceive a strategy of trying to promote equity in the network; (ii) the School and Museum Project fulfills its objectives by: promoting the access of teachers and students to museums, centers, institutes of art and culture, as an articulated activity to the development of the Curriculum; stimulate the appreciation of the city s cultural heritage; forming a visiting public for institutions and cultural spaces resulting from the development of the interest of students and teachers in the appropriation of cultural goods; enable students to deepen and diversify the ways of learning the contents of the different areas of knowledge, provided in visits to cultural institutions; (iii) the Project also presents aspects that need to be improved, for example: restricted attendance of the 8th grade students; reduced number of participating schools; concentration of cultural facilities in the south and center of the city and problems related to displacement.

Made available in DSpace on 2014-06-11T19:25:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-25Bitstream added on 2014-06-13T20:53:49Z : No. of bitstreams: 1 provanabertoncini_me_prud.pdf: 3011387 bytes, checksum: 8e4ffbc13f76d2af906de5a8e0eea40c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Na presente pesquisa temos como objetivo compreender de que forma estão presentes, nos Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclo do Ensino Fundamental na área de Arte e na Proposta Curricular do Estado de São Paulo - Arte nas 5ª e 6ª séries do ensino fundamental, o ensino das artes visuais e as experiências artísticas contemporâneas. Tendo em vista esse objetivo, traçamos um panorama histórico acerca do desenvolvimento do ensino de Arte no Brasil e da formação do artista plástico realizada, principalmente, nos colégios e mosteiros no período colonial e, posteriormente, nos ateliês dos artistas. Na educação oficial procuramos acompanhar o seu desenvolvimento histórico, a partir da Academia Imperial de Belas Artes até o período contemporâneo, analisando as principais correntes metodológicas de ensino de arte, as quais influenciaram o ensino de arte na escola. Para compreender a importância da arte e da formação cultural na sociedade contemporânea recorremos aos pensadores da Escola de Frankfurt, principalmente a Marcuse e as suas discussões sobre a cultura afirmativa na sociedade administrada e aos conceitos de Indústria Cultural e semiformação de Theodor Adorno os quais nos auxiliam na compreensão dos aspectos que travam a formação na atualidade... / In this study we aimed to understand how they are present in the National Curriculum Parameters for Third and Fourth Round Elementary School in the Art and Curriculum Proposal of the State of Sao Paulo - Art in the 5th and 6th grade of elementary school, the teaching of visual arts and contemporary art experiences. Towards this goal, we draw a historical overview about the development of teaching art in Brazil and the formation of the artist mainly carried out in schools and monasteries in the colonial period and later in the ateliers of the artists. In education officer tried to follow its historical development, from the Academia Imperial de Belas Artes until the contemporary period, examining the methodological mainstream of art teaching which influenced the teaching of art in school ... (Complete abstract click electronic access below)

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-09-26T20:27:44Z No. of bitstreams: 2 Dissertação - Tainá Dal Bosco Silva - 2016.pdf: 1654243 bytes, checksum: c3ea4123d311f17494978ac844f20445 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-09-27T12:54:27Z (GMT) No. of bitstreams: 2 Dissertação - Tainá Dal Bosco Silva - 2016.pdf: 1654243 bytes, checksum: c3ea4123d311f17494978ac844f20445 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-09-27T12:54:27Z (GMT). No. of bitstreams: 2 Dissertação - Tainá Dal Bosco Silva - 2016.pdf: 1654243 bytes, checksum: c3ea4123d311f17494978ac844f20445 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-08-22 / This study is a qualitative bibliographic and documentary research that investigated the Brazilian legislation of inclusion in order to find what is the role of school psychologists proposed in these documents. Were elected the most significant documents relating to the subject, laws, draft laws and decrees. Also a literature review was conducted in order to learn how the company was related to people with disabilities over time. In the first chapter is presented first, a comprehensive history, starting in primitive societies, through Greece, advancing to the Middle Ages and later the Modern Age. In a second moment, we presented a history of how was the approach of people with disabilities in Brazil, and its main landmarks and the relationship with psychology. Finally, it is presented in a unique historical context how the Special Education in the State of Goiás was developed. We realized times of exclusion, segregation, integration and inclusion. The second chapter clarify the relationship between psychology and education and school psychology and public policy, also presents concepts such as education, school psychology and cultural background. The theoretical framework that supports the discussion of this work is the Critical Theory of the Frankfurt School. The final chapter presents a review of the Brazilian legislation of persons with disabilities with emphasis as the relationship with education and as a starting point the Declaration of Salamanca. As a result it appears that according to the current legislation the psychology professional is not linked to the Educational Service Specialist, but is responsible for monitoring students with special educational needs. It is noteworthy that the psychologist's figure is not contemplated in the legal provisions about education at the federal level. The school psychologist will only appear in state and local laws. Psychology, or related suits, is referred to in three ways in the current legislation on persons with disabilities: assessment of disability, psychological treatment and to conceptualize violence. / O presente trabalho é uma pesquisa qualitativa, bibliográfica e documental, que investigou a legislação brasileira acerca da inclusão a fim de verificar qual é o papel do psicólogo (escolar) proposto na legislação. Foram eleitos os documentos mais expressivos em relação ao tema, sendo eles leis, projetos de leis e decretos. Também foi realizada uma revisão de literatura a fim de apreender a relação sociedade e pessoas com deficiência ao longo do tempo. No primeiro capítulo é apresentado, num primeiro momento, um histórico sobre a deficiência, iniciando nas sociedades primitivas, passando pela Grécia, avançando até a Idade Moderna. Num segundo momento, outro histórico se evidencia: de como eram vistas as pessoas com deficiência no Brasil, os principais marcos históricos desse recorte e a relação com a Psicologia nesse contexto. Por fim é mostrado o desenvolvimento do ensino especial no estado de Goiás. Evidencia-se, nesse histórico, os momentos de exclusão, segregação, integração e inclusão das pessoas com deficiência. O segundo capítulo busca explicitar as relações entre Psicologia, Educação e Psicologia Escolar, promovendo uma reflexão inicial sobre políticas públicas. O conceito de formação cultural da Teoria Crítica da Sociedade, Escola de Frankfurt, é fundamental para a discussão deste estudo. O último capítulo apresenta uma revisão da legislação brasileira sobre pessoas com deficiência, tendo como ênfase a relação delas com a educação e como ponto de partida a Declaração de Salamanca. Como resultados, é possível afirmar que, de acordo com a legislação vigente, o profissional de Psicologia não tem vínculo com o Atendimento Educacional Especializado, mas é incumbido de acompanhar alunos com necessidades educacionais especiais. Ressalta-se que a figura do psicólogo não é contemplada nos dispositivos legais acerca da Educação no nível federal. O psicólogo escolar só vai aparecer nas legislações estaduais e municipais. A P sicologia, ou ternos afins, é referida de três formas na legislação vigente sobre pessoas com deficiência: avaliação da deficiência, tratamento psicológico e para conceituar violência.