Trabalho da(o) psicóloga(o) escolar durante a pandemia da Covid-19: análise a partir da psicologia histórico-cultural

Abstract

From the perspective of Critical School Psychology, the practice of the school psychologist is understood as fundamental in the mediation of the teaching, learning and development processes in the daily life of the school. By understanding this contextualized action, it is considered that the events that permeate the social environment will affect the practice of this professional. In the context experienced in recent years, the impacts of the COVID-19 pandemic on the Brazilian educational system can be highlighted, the scenario in which this research was carried out. In this sense, with the suspension of classes and then the transition to the remote teaching model, it was necessary to reconfigure the work of the school psychologist during this period. This research aims to know and analyze the performance of the school psychologist in faceto- face and remote teaching, during the period of the coronavirus pandemic. It was a qualitative research carried out with 25 psychologists from municipal public schools in the city of João Pessoa (PB). A questionnaire referring to sociodemographic, training and professional performance profiles, a panel containing three images illustrating the school context experienced in the pandemic and a triggering question, and a semi-structured interview script were used as instruments. The meeting with the psychologists for the application of the instruments took place in the first half of 2022, in person, in the schools where the professionals were located. reports about memories and affections that denote their practices in the face-to-face period before the pandemic and during the remote period, which contributed to the understanding of how the performance occurred in these moments. In addition, it made it possible to access resources and tools used, and the challenges faced for acting during the remote modality. Difficulty in accessing technological resources by students is highlighted as prevalent in the speeches, as well as a bias towards blaming families and the use of clinical practices at school by a portion of psychologists. In view of the results, a defense is made of a contextualized school psychology that is restructured in the face of adverse situations, such as those generated by pandemics, which impact social and educational functioning. In this type of scenario, it is understood that the school psychologist can contribute to the elaboration and implementation of institutional actions that value quality education, through an ethical and conscious work in the face of the conditions of reality. It is hoped that the study can contribute to new reflections and propositions that drive the construction of knowledge in the field of school psychology.