Made available in DSpace on 2016-04-04T18:30:01Z (GMT). No. of bitstreams: 1 Walter Mariano de Faria Silva Neto.pdf: 980804 bytes, checksum: f057f6c1f64c7eaf8ea1e0ef975914db (MD5) Previous issue date: 2014-02-11 / This work s purpose was to investigate the supervised internship in School Psychology from the theoretical contributions of the Critical Psychology of Marxist perspective. The research was developed through the dialogue with the internship supervisors in School Psychology from the Metropolitan Region of Campinas, having as the main source a report they make from their own practice. In this dialogue, the following aspects were clarified: a) the internship supervisors' role on the formation of the critical psychologists; b) the effectiveness of the professional practices in the concrete reality of the region, where the supervised internship programs are located. The theoretical foundation was framed in three epistemic axis: I) the impact of the capitalist system on the construction of Psychology as a science; II) the creation of Psychology majors in Brazil, from the beginning of the profession regulation, to the institution of the Law of National Curriculum Guidelines; and III) the constitution of the specific area of School Psychology, through the psychologist training process within the curricular internships, and the role of the political-academic institutions in this process. The methodology was based on documentary research of the history of the supervision regulation in Brazil and on interviews with internship supervisors of undergraduate courses in Psychology of the Metropolitan Region of Campinas. The data was gathered in three groups, described as follows: characteristics of the supervisor (which emphasizes the importance of personal and professional trajectory as essential for the development of the supervisor's role); relationship with the work context (which refers to the knowledge of the curriculum structure, and to the way in which the supervisor organizes field activities and supervision); and the possibilities to the psychologist's formation (that highlights the area's potential for understanding and intervening in the reality). The results suggest that the internship supervisor in the School Psychology field has the potential to foster critical psychologists, as long as he is allied with other professionals in areas that can contribute to professional formation such as Social, Community, and Work Psychology, as well as professionals in other related fields such as Education, Health and Social Working. The results also point to the fact that the profile of the supervisor is not the only factor that determines the quality of supervision, since it is crossed by equally complex issues such as, national legislation for education, the policies of expanding courses, the practices of night courses, the issue of workload, and specific conditions for working. / Este trabalho teve como objetivo investigar a supervis?o de Est?gio em Psicologia Escolar com base nas contribui??es te?ricas da psicologia cr?tica de referencial marxista. A pesquisa foi desenvolvida mediante a interlocu??o com supervisores da Regi?o Metropolitana de Campinas (SP), tendo como fonte principal o relato que fazem de sua pr?pria pr?tica. Nessa interlocu??o buscou-se esclarecer estes aspectos: a) o papel dos supervisores de est?gio na forma??o de psic?logos cr?ticos; b) a efetividade das pr?ticas dos profissionais na realidade concreta da regi?o onde se localizam os cursos nos quais os est?gios s?o supervisionados. A fundamenta??o te?rica estruturou-se em tr?s eixos epist?micos: 1?) impacto do sistema capitalista na constru??o da psicologia como ci?ncia; 2?) cria??o dos cursos de psicologia no Brasil desde os prim?rdios da regulamenta??o da profiss?o at? a institui??o da Lei de Diretrizes Curriculares Nacionais; 3?) a constitui??o da ?rea espec?fica de psicologia escolar, por meio do processo de forma??o do psic?logo nos est?gios curriculares e o papel das institui??es pol?tico acad?micas nesse processo. A metodologia seguiu a pesquisa documental sobre a hist?ria da regulamenta??o da supervis?o no Brasil e por entrevistas semiestruturadas com supervisores de est?gio de gradua??o em Psicologia da Regi?o Metropolitana de Campinas. Os dados foram agrupados em tr?s conjuntos: 1) caracter?sticas do supervisor (que enfatiza a import?ncia da trajet?ria pessoal e profissional como fundamentais para a constru??o do papel de supervisor); 2) rela??o com o contexto de trabalho (que diz respeito ao conhecimento da estrutura curricular e ? rela??o com a forma como o supervisor organiza as atividades de campo e supervis?o); 3) possibilidades para a forma??o do psic?logo (que destaca o potencial da ?rea para a compreens?o sobre a realidade e a interven??o dentro dela). Os resultados sugerem que o supervisor de est?gio da ?rea da psicologia escolar pode contribuir para a forma??o de psic?logos cr?ticos desde que esteja aliado a outros profissionais de ?reas capazes de colaborar para essa forma??o, tais como a psicologia social, comunit?ria e do trabalho, al?m de outros profissionais de outros campos do saber como a educa??o, a sa?de, a assist?ncia social, dentre os principais. Os resultados tamb?m apontam o fato de que n?o ? apenas o perfil do supervisor que determina a qualidade da supervis?o, uma vez que esta ? atravessada por quest?es igualmente complexas, a exemplo da legisla??o nacional para a educa??o, das pol?ticas de expans?o dos cursos universit?rios e das pr?ticas de cursos noturnos; assim como da carga hor?ria de trabalho e das condi??es concretas de exerc?cio profissional.