Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Souza, João Ricardo Teixeira Leite de
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| Orientador(a): |
Gomes, Luciana Szymanski Ribeiro |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| 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 Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| 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://tede2.pucsp.br/handle/handle/19385
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Resumo: |
This study consisted of a participative research that intended to comprehend the perceptions of educators in a Centro para Crianças e Adolescentes (non-formal education institution of the social assistance public sphere) located in Brasilândia, sub district of São Paulo, about partnerships with psychologists. This research was based on the action-research methodology, allied to a reflective meeting (encontro reflexivo, group participatory interview proposal), and grounded on Paulo Freire’s world-subject view. A partnership was built in which the researcher acted as a psychologist among the CCA’s work team and within the institution’s daily routine (weekly, during a two-semester period), comprehending the staff’s demands about their work and proposing interventions that, following the methodological proposal, were elaborated, planned, executed and evaluated together with the institution’s work team. By the end of the intervention period, a reflexive meeting took place with six members of the work team, in order to evaluate the research and the researcher’s interventions and, at the same time, systematize the staff’s perceptions about partnerships with psychologists. Five axis of perceptions were identified in the analysis of the reflexive meeting: the partnership with the researcher; the social, political and cultural contexts that pervade the institution’s work; the education for the exercise of citizenship; and the relation between the teamwork and each worker’s personal role. These perceptions enabled the making of appointments to psychologists and their practices in CCAs and similar institutions, such as the importance of: acting within the institution’s daily routine; the availability for the staff and for the community, by receiving and attending the different demands of all people; the proposal of educative interventions aiming the work team, considering their specific needs and contributing to their professional qualification; the congruence between the intervention’s objectives and the institution’s broader ones (such as the social assistance, in a CCA’s case); and of actions that strengthen the teamwork and the bonds between the work team members. This study points out to the necessity of more researches that can subsidize the practice of work teams and psychologists, considering the wide range of contexts and demands |
