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Previous issue date: 2018-02-06 / Capes / This research had as objective to investigate the dimension that the school complaint assumes in the work of the pedagogical coordinator and to reflect on the possible referrals to its overcoming. It was motivated by the growing production of referrals, made by the schools, to the school psychology service requesting help to the students. From a critical perspective, the theoretical framework of Historical-Cultural Psychology was adopted, whose methodology based on historical-dialectical materialism made possible the deepening and analysis of the expressions of the pedagogical coordinators. The central axis of this work, through an intervention research, was a training project of the pedagogical coordinators in an interior city of S?o Paulo, Brazil, based on the demand of the Department Education. The meetings were conducted by a pair of school psychologists, crossed and mediated by artistic productions contextualized to the themes, by the syntheses that described the previous encounter, by debates and theoretical support texts. For the analysis, were consulted the transcripts of the meetings, the field journals, the syntheses produced, the observations during the process and the final interviews with five pedagogical coordinators. The results revealed that the school complaint plays a second role to the student in the face of the conflicts that underlie the school and the pedagogical coordinator, among them: the identity crisis of its role; the lack of support, permanence in the function and political-social representativeness; difficulty with the teaching staff, where there are problems regarding the engagement in the teaching-learning process and a work focused on the urgencies to the detriment of the real needs, especially neglecting the formation and the articulation of the school processes. Nevertheless, it was observed that the point of view of the pedagogical coordinators and also the school as a whole, about the school difficulties, remain under the logic of the medicalization and the absent of a critical thinking about the production of problems within the school itself. Finally, we understand that formative meetings with the pedagogical coordinators, leaders of the Political Pedagogical Project and the formation of teachers in the school, can constitute as field and object of action of the school psychologist in the promotion of changes of conceptions and practices aimed at the promotion of development of children, youth and adults - educators. / Esta pesquisa teve como objetivo investigar a dimens?o que a queixa escolar assume no trabalho do coordenador pedag?gico e refletir sobre os poss?veis encaminhamentos ? sua supera??o. Foi motivada pela crescente produ??o de encaminhamentos, realizados pelas escolas, para o servi?o de psicologia escolar solicitando ajuda aos alunos. Sob o prisma de uma perspectiva cr?tica, adotou-se o referencial te?rico da Psicologia Hist?rico-Cultural cuja metodologia, calcada no materialismo hist?rico-dial?tico, possibilitou o aprofundamento e an?lise das express?es dos coordenadores. O eixo central deste trabalho, por interm?dio de uma pesquisa-interven??o, foi um projeto de forma??o dos coordenadores pedag?gicos de uma cidade do interior de S?o Paulo, a partir da demanda de sua Secretaria de Educa??o. Os encontros foram conduzidos por uma dupla de psic?logos escolares, atravessados e mediados por produ??es art?sticas contextualizadas aos temas, pelas s?nteses que descreviam o encontro anterior, por debates e textos te?ricos de apoio. Para an?lise, foram utilizadas as transcri??es dos encontros, os registros dos di?rios de campo, as s?nteses produzidas, as observa??es vivenciadas durante o processo e as entrevistas finais com cinco coordenadoras. Os resultados revelaram que a queixa escolar permanece secund?ria ao aluno diante dos conflitos subjacentes ? escola e ao pr?prio coordenador pedag?gico, entre eles: a crise identit?ria de seu papel; a falta de apoio, perman?ncia na fun??o e representatividade pol?tico-social; dificuldade junto ao corpo docente, em que pesem problemas quanto ao engajamento no processo de ensino-aprendizagem e um trabalho voltado ?s urg?ncias em detrimento das reais necessidades, sobretudo negligenciando a forma??o e a articula??o dos processos escolares. Contudo, observou-se que a vis?o dos coordenadores pedag?gicos e da escola como um todo, sobre as dificuldades escolares, permanecem sob a l?gica da medicaliza??o e ausente de um
pensamento cr?tico sobre a produ??o dos problemas no interior da pr?pria escola. Por fim, compreendemos que encontros formativos com os coordenadores pedag?gicos, l?deres do Projeto Pol?tico Pedag?gico e da forma??o de professores na escola, podem se constituir como campo e objeto de atua??o do psic?logo escolar na promo??o de mudan?as de concep??es e pr?ticas voltadas ? promo??o do desenvolvimento de crian?as, jovens e adultos - educadores.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/1041 |
| Date | 06 February 2018 |
| Creators | Favarin, Rafael da Nova |
| Contributors | Souza, Vera Lucia Trevisan de, Petroni, Ana Paula, Placco, Vera Maria Nigro de Souza |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Psicologia, PUC-Campinas, Brasil, CCV ? Centro de Ci?ncias da Vida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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