PSICOLOGIA ESCOLAR E A TRANSIÇÃO PARA O ENSINO MÉDIO: APONTAMENTOS PARA REFLEXÃO

Abstract

This present study consists of a literature review to identify and reflect on the performance of the school psychologist in the process of transition of entering High School in the Brazilian context. In adolescence, a fertile period of the human development, transitions occupy different areas, whether subjective or social, they are inserted in distinct fields of the subject's life, with the school life being one of them. In this process, mention is made of the supportive role of institutional actors, among them the school psychologist, who can contribute to the understanding and mediation of the various ruptures experienced in the schooling process. In order to identify the contributions that this professional can bring to the transition process to High School, a search was carried out in databases and digital platforms, based on the descriptors “school transition”; “high school”; “psychology” and “adolescence”. The reflections made from the analysed productions point to possibilities in which the Professional of Psychology acts offering theoretical and methodological support in the process of mobilisation, such as the construction of resources and elements that can contribute to reflection, raising awareness and the establishment of new paths and meanings by the subjects in transition, including providing support to the school professionals and the families of these subjects. From the review conducted, the need to expand the theme is noticeable, which promotes several possibilities of action plans for the psychologist in the school transition process, specifically at the level of Education investigated, as well as theoretical and methodological aspects that contribute to an effective performance in this transition.