Concepção de professores do ensino fundamental sobre problemas educacionais: como a psicopedagogia pode atuar?

Abstract

In the present study, it was aimed at to verify the teachers' of the fundamental teaching conception on which the main problems and faced education challenges and like them they are positioned due to situations that commit the education process. Besides, to indicate as the psicopedagogo could act to reduce the impacts of the problems descriptive in the school learning. They participated in the research 210 teachers of the fundamental teaching of public schools (55,8%) and matters (44,2%) of the city of João Pessoa (PB). Most female (87%), studying the graduation in Pedagogy (78,3%), with ages between 19 and 64 years (m = 28,35; dp = 8,92). Para the verification of the corpus the statistics were calculated the technique of content analysis was used through the program computacional Alceste. The obtained results allowed the elaboration of five (05) organized classes as it proceeds: the) Actors involved in the education problems; b) Changes in the pedagogic práxis; c) Lack of Investment; d) pedagogic Mediation; and) Fragility in the students' family socialization and lack of the teacher's recognition. The results demonstrate that in the interviewed teachers' conception, the education problems are influenced by different factors, from aspects centered in the school and the teacher's performance, until the ones that they are external to her, as the family participation and the effect of the public politics. Due to such reality, the performance psicopedagógica is of having accentuated importance, once that professional can, together with other professionals, to develop intervention strategies and effective prevention. It is done necessary still to verify in future studies, the as these conceptions influence in practice the teachers' pedagogic action as well as the action of the psicopedagogo.