Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Lino, Renã Herbert Ramos da Silva
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| Orientador(a): |
Ronca, Antonio Carlos Caruso
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42804
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Resumo: |
The proposed research aimed to investigate the historical constitution of the integration of School Psychologists into Public Education Policies in the city of João Pessoa, Paraíba. The specific objectives were to: develop a timeline highlighting the main historical milestones of this process; present testimonies and personal accounts of psychologists considered protagonists and/or pioneers who participated in the historical construction of School Psychology in the capital of Paraíba; identify the historical developments from the 1980s to the present day regarding the role played by School Psychologists in the municipal context. To obtain the data, documentary research was conducted, covering municipal laws, ordinances, public notices, among other documents that highlighted the role, attribution, regulation, and training of this professional, aiming to understand the trajectory of these professionals from a historical development and public policy perspective. Additionally, this research included testimonies from five (05) psychologists from João Pessoa who worked at some point at the intersection of Psychology and Education. The participants were selected based on their involvement in different periods, from the 1980s to the present day. The data analysis followed the thematic content analysis method. The research results showed that: psychologists were integrated into schools from 1980 through contracts and later, in 1993, through public competition; the history of school psychology in João Pessoa is deeply marked by the actions of the five respondents in this research; the professional role has evolved over the years, approaching a critical, interdisciplinary, and psychosocial perspective; the development of the timeline allowed us to construct a periodization of School Psychology in João Pessoa, namely: School Psychology and the formation period (1971-1979); Integration of School Psychology: towards consolidation (1980-1990); School Psychology: advances and political articulation (1990- 2000); School Psychology: transformative potential (2000-present). Thus, this research highlighted the contribution of psychologists in establishing a pioneering scenario in João Pessoa. Consequently, this research holds significant potential for contributing to the field, especially in the implementation of Law 13.935/2019 |
