Made available in DSpace on 2016-04-04T18:27:28Z (GMT). No. of bitstreams: 1 Adinete Sousa Costa.pdf: 319775 bytes, checksum: c1bd612fcd5d5228026a7c30caf12b05 (MD5) Previous issue date: 2005-12-15 / Considering that there have been many studies and much discussion about the School Psychologist s preventive intervention, this work proposes, not only to elucidate some questions about that professional s performance, but also to discuss a project of preventive intervention that has as its primordial goal the students healthy development promotion. The research s theoretical basis has been delineated based on four axes of discussion: the first consider some important aspects of the school psychologist s education and performance in Brazil; the second bring some theoretical bases in the concept of health and prevention, besides evidencing the school s role in health s promotion; the third explain briefly the Ecological Approach, bringing some of its basic concepts; in for end, the history and goals of V?o da ?guia: prevenindo problemas s?cioemocionais e promovendo sa?de Project, coordinated by Professor Doctor Raquel Souza Lobo Guzzo, will be presented. It is important to consider that this proposal is inserted in the major project Do risco ? prote??o: uma interven??o preventiva na comunidade . Thus, the present research has as general goal the evaluation of a proposal of preventive intervention in Psychology in the education context, named V?o da ?guia Project, developed in a municipal day care center located in East Campinas. The piece of work adopts as its methodology the qualitative research that contain two sources of collecting data: psychologist Field Daily and the semi-structured Interview with the school educators. Through data collection, a positive assessment of this project has been observed in the educators view that ponders the importance of an interdisciplinary work when the children s health development is searched and considers important the work with parents. / Considerando que muito se tem pesquisado e discutido a respeito da interven??o preventiva do Psic?logo Escolar, este trabalho se prop?e n?o apenas a elucidar algumas quest?es sobre a atua??o deste profissional, mas, tamb?m, a discutir um projeto de interven??o preventiva que tem como objetivo primordial promover o desenvolvimento saud?vel dos alunos. O embasamento te?rico da pesquisa est? delineado com base em quatro eixos de discuss?o: o primeiro eixo considera alguns aspectos importantes sobre a forma??o e atua??o do psic?logo escolar no Brasil; o segundo traz alguns fundamentos te?ricos a respeito do conceito de sa?de e preven??o, al?m de evidenciar o papel da escola na promo??o da sa?de; o terceiro faz uma breve explana??o sobre a Abordagem Ecol?gica trazendo alguns conceitos b?sicos; e, por ?ltimo, s?o apresentados a hist?ria e os objetivos do projeto V?o da ?guia: prevenindo problemas s?cio-emocionais e promovendo sa?de , coordenado pela Prof?. Dr? Raquel Souza Lobo Guzzo. ? importante considerar que esta proposta encontra-se inserida no projeto maior Do risco ? Prote??o: uma interven??o preventiva na comunidade . Assim, a presente pesquisa tem como objetivo geral avaliar uma proposta de interven??o preventiva em Psicologia no contexto educativo, denominado projeto V?o da ?guia , desenvolvida em uma creche municipal situada na regi?o Leste da cidade de Campinas. O trabalho adota como metodologia a pesquisa qualitativa, tendo, no caso, duas fontes de coletas de dados: os di?rios de campo da psic?loga e a entrevista semi-estruturada com os educadores da escola. Por meio da coleta destes dados, foi observada uma avalia??o positiva deste projeto na vis?o dos educadores, considerando a import?ncia de um trabalho interdisciplinar quando se busca o desenvolvimento saud?vel das crian?as, al?m de considerarem importante o trabalho com os pais.

Latest research on the mental health status of children indicates that schools are key providers of mental health services (U.S. Department of Health and Human Services, 2003). The push for school mental health services has only increased as stakeholders have begun to recognize the significance of sound mental health as an essential part of academic success (Adelman & Taylor, 2002). However, while schools are recognized as playing an important role in the delivery of mental health services, it is not well understood about the types of mental health services provided, qualifications of providers, and the link to student outcomes (United States Department of Health and Human Services, 2003). The present study examined Florida school mental health service providers' perceptions about the types of mental health services provided in schools and school mental health service providers' qualifications to provide such services. Additionally, the study investigated the agreement about providers' qualifications to provide mental health services between providers, supervisors, and directors. Finally, this study investigated the perceptions of providers regarding the impact of mental health services on student outcomes. Results revealed that school mental health service providers considered several services, such as family counseling and mental health consultation, to be school mental health services. Services typically not viewed as mental health services were assessments, consultation improving academic concerns, early-intervention, universal screenings, and specialized intervention. School psychologists were the only mental health professional to receive a unanimous agreement from school mental health providers that they were most qualified of the three professionals to deliver a service (e.g., assessment). Additionally, with the exception of school psychologists, there was no consistency reported between administrators and school mental health service providers about providers' qualifications to deliver services. The following variables moderated perceptions about the qualifications of school mental health service providers: school level, SES status of school, and degree level. Lastly, school level and SES status of the school did not moderate perceptions about the impact of mental health services on academic and behavioral outcomes.

My thesis deals with cooperation between school psychologists and teachers. The paper focuses on activities for teachers that are created by school psychologists. The purpose of this study is to look at approach of the school psychologists towards implementation of the activities and to describe attitudes and practices of the school psychologists. Theoretical part consists of the following - history of the school psychology, definition of the school psychology, related legal provisions in the Czech Republic, job description and difficulties that are described by various studies. The paper also deals with teaching, the profession that is often related with stress and burnout syndrome. At the end of the theoretical part several activities for teachers are discussed along with tricky relationship between teachers and school psychologists. Empirical part of the thesis includes results of research consisting of 13 interviews with school psychologists. The interviews are analysed by thematic analysis. The results show that school psychologists create mainly group sessions focused on sharing experiences and thoughts. They also create educational workshops or even relaxation training. During pandemic they send emails of support to the teachers. By creating these activities, the school psychologists offer...

The Cattell-Horn-Carroll Theory of cognitive functioning is a well-validated framework for intelligence. Cross-battery assessment is a means utilizing CHC theory in practice. School psychologists write recommendations with the assumption that teachers understand the cognitive abilities underlying basic academic tasks in the same way. Theoretically, the more similar the understanding of these two groups, the greater the likelihood of appropriate referrals and intervention fidelity. Teacher perceptions of their students' cognitive abilities impact the referrals that they make and intervention strategies that they implement. In this study, teachers and school psychologists were asked to sort basic academic tasks into the CHC broad abilities. The central research questions being asked are as follows: Are school psychologists and teachers equally proficient at identifying the broad cognitive ability demands of a basic academic task? How do the responses of the participants compare to the theoretical model presented? Do teachers and school psychologists become better at identifying the cognitive demands of a task with experience or higher levels of training? In order to answer the first research question, MANOVAs were performed. There was a significant overall difference between groups on their responses. While teachers and school psychologists differed significantly on five of the eight CHC broad ability scales. School psychologists were only significantly better at consistently identifying the basic academic tasks that utilized Fluid Reasoning. To answer the second research question, principal components factor analysis was performed. The factors created displayed limited similarity to the theoretical factors. Pearson correlations between the theoretical factors and the factors created through factor analysis revealed multiple positive correlations that accounted for more than 10% of the variance. The theoretical scales that were more significantly correlated were Fluid Reasoning, Auditory Processing, and Processing Speed. To answer the third research question, Pearson correlations were calculated. This analysis revealed that neither group develops a better understanding of the cognitive abilities required to perform academic tasks with experience. Level of education is not related to accuracy for teachers on any of the items. Level of education is significantly correlated with accuracy in identifying tasks that require Visual Processing for school psychologists. / School Psychology

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 2016-04-04T18:30:05Z (GMT). No. of bitstreams: 1 ANA PAULA GOMES MOREIRA.pdf: 2339003 bytes, checksum: b096bc6d05c964a90607413ed155a7e3 (MD5) Previous issue date: 2015-02-24 / Universidade Estadual Paulista J?lio de Mesquita Filho / This research discusses the meaning of critical activities in the field of School Psychology from the concept of limit-situation outlined by Ignacio Mart?n-Bar? in the framework of Social Liberation Psychology. We start from the understanding that the absence of the school psychologist in the public school configures a gap between the critical perspective announced for the area and its characterization in practice. Assuming praxis as an ethical-political position we take our insertion into a Municipal Public Elementary School as a condition for considering this issue. Aiming to characterize or define which means the school psychologist s critical intervention we have proposed a counterpoint between the limit-situation category constructed by Ignacio Mart?n-Bar? within Social Liberation Psychology and some concepts developed by L. S. Vigotski in the framework of Cultural Historical Psychology. From this both ideas, considering the school as an environment that produces development we understand that limit-situations build a synthesis between events that indicate injury or difficulty to children s development and their possibilities, overcoming or reconfiguration. We talk about critical moments in the lives of school children which, dialectically, keeps the possibility of change in relationship with others. We defend the thesis that the psychologist s actions, daily at school, when directed by the identification and characterization of limit-situations can promote children s development in this context and thus reveal the meaning of what we call critical preventive intervention. The evidence supporting this thesis are organized in the methodological model we present in the basis of Historical Dialectical Materialism: scenes of everyday school s life. For this we prepared summaries of our actions in school and took them as a source for the design of real life stories acts. These act s construction was guided by the limit-situation as a unit of analysis. From the acts we have taken scenes and inside the scenes we analyzed the dynamic of limit-situations. At the end, we concluded that being daily in the school is a necessity for the psychology who wants to act critically. / Este trabalho discute o sentido da atua??o cr?tica no campo da Psicologia Escolar a partir do conceito de situa??o-limite delineado por Ignacio Mart?n-Bar? no ?mbito da Psicologia Social da Liberta??o. Partimos da compreens?o de que a aus?ncia do psic?logo escolar na escola p?blica instaura uma lacuna entre a perspectiva cr?tica anunciada pela ?rea e a sua caracteriza??o na pr?tica. Assumindo a pr?xis como uma posi??o ?tico-pol?tica, tomamos nossa inser??o em uma Escola P?blica Municipal de Ensino Fundamental como condi??o para a considera??o desta quest?o. Com o objetivo de caracterizar o que significa a atua??o cr?tica do psic?logo escolar, propusemos uma s?ntese entre a categoria situa??o-limite constru?da por Ignacio Mart?n-Bar? e alguns conceitos elaborados por L. S. Vigotski no aporte da Psicologia Hist?rico-Cultural. A partir desta s?ntese, considerando a escola como espa?o de promo??o de desenvolvimento, compreendemos que as situa??es-limite s?o aquelas que estruturalmente significam preju?zo, dificuldade ou impedimento para o desenvolvimento das crian?as, mas que, incorporadas ?s situa??es sociais de desenvolvimento, delimitam suas possibilidades de supera??o ou reconfigura??o. Falamos de momentos cr?ticos na vida escolar das crian?as que, dialeticamente, guardam a possibilidade de modifica??o na rela??o com os outros. Defendemos a tese de que as a??es do psic?logo, inseridas no cotidiano da escola, quando orientadas pela identifica??o e caracteriza??o das situa??es-limite, passam a constituir uma atividade favorecedora do desenvolvimento das crian?as neste contexto e, assim, delimitam o sentido do que chamamos de atua??o preventiva cr?tica. As evid?ncias que sustentam esta tese est?o organizadas no modelo metodol?gico que constru?mos ? base do Materialismo Hist?rico-Dial?tico: as cenas do cotidiano escolar. Para isso, elaboramos di?rios de campo como s?nteses de nossas a??es na escola e os tomamos como fonte para o delineamento de atos ou hist?rias da vida real dos atores do cen?rio escolar. Este delineamento foi iluminado pelo conceito de situa??o-limite como dimens?o de significa??o para a an?lise dos sentidos contidos nos di?rios de campo. Destes atos extra?mos cenas e dedicamo-nos ? an?lise das situa??es-limite objetivadas como dimens?es singulares, confrontadas com as particularidades que as constitu?ram. Esta an?lise concluiu que estar no cotidiano da escola ? condi??o para que o psic?logo atue criticamente no processo de desenvolvimento das crian?as no cen?rio escolar.

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

[pt] A questão dos limites vem ganhando espaço no cotidiano de inúmeras escolas, requisitando a intervenção do psicólogo escolar. O objetivo do presente trabalho foi verificar como um grupo de vinte professoras do município de Rio Bonito/RJ utiliza os discursos vigentes sobre limites em escolas de contexto urbano e rural. A bibliografia contemplou autores que abordavam assuntos ligados aos limites, às transformações pelas quais passa o mundo contemporâneo e à mútua influência nas práticas educacionais, na escola, na família. Através de entrevista, gravada e transcrita, cada professora forneceu uma definição para limites, além de descrever suas experiências relacionadas ao tema, que diziam respeito à importância de colocar limites na escola, às estratégias desenvolvidas, às dificuldades encontradas, às características de um aluno sem limites, bem como aspectos da relação com a família dos alunos. A análise se baseou em sete tópicos, retirados das perguntas formuladas. As vivências relatadas pelas professoras indicam que o psicólogo escolar, ao lidar com limites, deve considerar as concepções de limites subjacentes à demanda que lhe é dirigida e incluir as especificidades da comunidade escolar situada em um contexto urbano ou rural. / [en] Limits are questions that take place nowadays in many schools. It frequently requires the intervention of the school psychologist. The objective of this work was to verify how a group of twenty teachers from Rio Bonito/RJ use current speeches about limits in urban and rural schools. The bibliography was based on authors that approach subjects about limits, changes in contemporary world and reciprocal influence in educational practices, school and family. By interview, recorded and transcribed, each teacher gave her definition of limits. She also described her experiences about the theme, relating the importance of putting limits in school, developed strategies, difficults met, characteristics of limitless student as well as aspects of the relations with the students` family. The analysis were based on seven topics taken from formulated questions. Experiences related by teachers suggest that to work with limits, school psychologist should consider the conceptions of limits presented on demand for him, including peculiarities in community school situated in urban or rural setting.