A inserção da Psicopedagogia no contexto escolar: construção do conhecimento e concepções de educadores do ensino fundamental

Abstract

The educational psychology considers the human being as a dynamic, active, constituted in dialectical relationship between relational dimensions, rational and desiderative, and thus the professional work of educational psychologist can not stop just watching and static performance with learner subject, but rather, you must use observation and intervention steps with the subject in different contexts such as the family, groups and social contexts, such as in schools. From this conceptualization aimed to investigate in this paper the design of elementary school teachers about psychoeducational activities in the school context. This involved with the voluntary participation of 210 elementary school teachers from public and private schools in the city of João Pessoa (PB). The majority were female, attending graduate degrees in education, and with an average age of approximately 28 years. They answered a structured questionnaire in order to apprehend the teacher his views on the inclusion of the educational psychologist in the multidisciplinary school team, on their contribution to the psycho-pedagogical process as a whole and more specifically to the role of the teacher in the school context. The average time to complete participation was approximately 20 minutes. Ethical issues for research with human subjects were observed. Data were analyzed using the technique of content analysis by the computer program Alceste. The results indicated that teachers are mostly favorable to the insertion of the educational psychologist in the school context, identifying such a professional as someone who can perform a mediating role, which may be part of the multidisciplinary team and school that is able to develop strategies and intervention programs. However, more research needs to be developed so that the design of teachers on psicipedagógica practice in the school environment is gradually deepened and thus contribute positively to the professional practice of educational psychology in the school context .