Os desdobramentos da queixa escolar nos prontuários do Centro de Estudos Aplicados em Psicologia da UFG/ Regional Catalão
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2019-03-21
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Editor
Universidade Federal de Goiás
Resumo
The school problems is a subject that demands reflections to think about the
process of schooling and difficulties in the schooling process of children. In
this sense, it is necessary to think of proposals that really aim at strategies
that meet the possibility of a full development of the subject focused on
actions that understand these children as historical, social and cultural
beings, which assists in a direction that does not seek in a reductionism, the
stigma of children based on their schooling difficulties. In this sense, we
sought to investigate the reasons for referrals to the Center for Applied
Studies in Psychology - CEAPSI of the UFG / Regional Catalão, in the period
from 2012 to 2016 for children aged 6 to 10 years old in the light of
Historical-Cultural Theory. Specifically, the objective was to problematize the
impact of the school problems on the child's life; to investigate the
conceptions of school problems present in the current researches and to
outline the profile of children with school problems during the research
period. We used the documentary analysis, under a critical look of the
medical records of children referred with a school problems. Seven charts
were selected of eight hundred and ninety-four, the discussions and data
analysis were organized in three axes: in the first one named " Who are the
children of the chart? "in which we present the exposition of the materials
accessed, in the following:" School difficulties a problematic of the subject?
"We made a synthesis of the individual reports identifying the main
complaints presented in the selected medical records interspersed with a
critical analysis of the presenter, in the last one: Does the "problem" have a
prescription?" we explain the reasons for the general complaints of all the
children demarcated in the age range of this research. The research indicated
that the two main reasons for seeking care relate to issues of behavior and
difficulties in the school context, which points us to a history still marked by
a search for these problems directed by individualized explanations and that
tend to a diagnosis, finding in Psychology a model still very much rooted in
the clinical, individualized look, traces of the history of this area in its
beginnings and that seems to be still very present in the attendance related
to the school problems. In this sense, we propose a critical reflection of the
work of the professionals who work in the educational context, as well as a
reflection of the Training in Psychology thinking about possibilities of
overcoming this look that is beyond a distorted logic of reality, based on
patterns of behavior and learning directed to the search of an ideal student.
Therefore, we discuss in this work the importance of effective public policies
that elaborate proposals of incentives to the education, the professionals of
this area, as well as the importance of a training committed with all the
professionals that compose this scope. In this discussion, I defend the
importance of Psychology in the school as a possibility of the help of
confrontations of the difficulties of the faculty in the elaboration of proposals
of effective pedagogical actions with possibilities of development of the child.
It is also necessary that the training of Psychology professionals is directed
to a reflexive practice and that considers the broad dimensions beyond the
individualized subjects that involve this learning, highlighting as well as
relevant an investigation that also involves the contact with the school, the
dialogue with the professionals who are part of this process.
Descrição
Palavras-chave
Queixa escolar, Criança, Atendimento psicológico, School problems, Child, Psychological guidance
Citação
SANTOS, G. E. Os desdobramentos da queixa escolar nos prontuários do Centro de Estudos Aplicados em Psicologia da UFG/ Regional Catalão. 2019. 129 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2019.