A constituição da psicopedagogia institucional/escolar na cidade de Uberlândia - MG

• Ano de defesa: 2013
• Autor(a) principal: Martins, Katiane Braga da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Educação; Ciências Humanas; UFU
• Palavras-chave em Português: Psicopedagogia institucional/escolar; Aprendizagem; Dificuldades de aprendizagem; Psycho-pedagogic institutional / school; Learning; Learning difficulties; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13941

The aim of this study was to analyze the constitution of psycho-pedagogic school teaching in the city of Uberlândia-MG. The study was designed using a qualitative approach and case study setting. The research areas were represented by a higher education institution/IES, Department of Education of the State of Minas Gerais/SRE and Uberlândia/SME and four primary institutions of different segments of public education (federal/FS, state/ES, municipal/MS) and private/PS. The participants were IES director, teaching coordinators - SME / SRE, pedagogues - ME / EE, psychologist-FS and psycho-pedagogue-PS. The data processing was carried out through semi-structured interviews and documentary analysis of Psycho-pedagogic course design- IES and public educational schools. We adopted Bardin analysis through questioning. The research and the proposed objectives, organization and interpretation of data occurred through three categories of analysis: the formation of a psycho-pedagogue space in Uberlândia, setting the action in psychopedagogical context in public and private schools and also considered the relationship between conceptions of learning difficulties and psychopedagogical comprehension. The research revealed that the configuration of the psychopedagogical activity is present in most public and private schools. These spaces were recorded by the highest number of professionals with psycho-pedagogic background, revealing correlations between knowledge and practice developed by psycho-pedagogue training with work done in psychopedagogical institutions. These schools had their own spaces and specific professional care in cases of learning difficulties from a psychopedagogical perspective and a greater emphasis on preventive actions in the processes of teaching/learning. The state and municipal segments have no role in the psychopedagogical aspect, except for one school where teaching is carried out through a process of partnerships among UFU / SME/ EM. The constitution of psycho-pedagogic institutional / schools of the city of Uberlândia is not homogeneously configured in the schools. The work occurs more as a result of actions carried out by each school, instead of institutional guidelines. In a way, this is the result of lack of activity regulation of the psycho-pedagogue, that in a way limits the possibilities of psycho-pedagogic institutional / schools in the city in Uberlândia.