ATUAÇÃO DE PSICÓLOGOS ESCOLARES NO CONTEXTO DE PANDEMIA: CONCEPÇÕES E DEMANDAS ACERCA DO TRABALHO NO ENSINO REMOTO

Abstract

In mid-March 2020, the Covid-19 pandemic, a disease arising from the new coronavirus, abruptly set in and consolidated itself as one of the most impacting landmarks of the current 21st century. Due to the high transmissibility of the virus and the consequent risk of overloading the health systems, one of the first actions to prevent mass illness of the population was the need for home isolation. From this, several social sectors needed to reorganize their practices and spaces of action, among them, the schools. In this sense, educational institutions quickly sought to adapt the forms of educational provision and find ways to maintain the schooling process even during the pandemic period. In this way, the tools made available through virtual platforms have become the main option for the current educational moment and, as a result, several educational institutions around the planet have joined the Emergency Remote Teaching modality. With the aim of investigating how current research has addressed this issue, two studies were carried out in this work to survey the literature whose main objective was to apprehend the complexity of the role of school psychologists in educational institutions in the country and in other contexts. Therefore, in the first study, a survey of national and international scientific databases on the practice in School Psychology in the last ten years was carried out. As for the second study, it was intended to know the impacts of the current moment of pandemic and remote teaching and, above all, the practices of school psychologists located in this context, based on national and international productions. It was verified, from the first study, that there are specificities in the professional performance in School Psychology in different contexts. However, from the analyzes carried out through the productions selected for the second study, a range of similar factors was perceived regarding the professional experience and practice within the pandemic scenario and remote teaching. The aim of this bibliographical research was to apprehend the complexity of the current educational moment, as well as the impacts of forced and abrupt adherence to the remote teaching model and, mainly, to identify the practices and possibilities of performance of School Psychology professionals inserted in the referred context of education. Lastly, the analyzes carried out allowed the expansion of knowledge about the practices of school psychologists in different educational contexts, and especially with regard to the current historical moment. It defends, therefore, the importance of the effective implementation of School Psychology professionals in educational institutions, in order to contribute to the teaching, learning and development processes of institutional actors.