Contributions of Historical-cultural Theory to a supervised internship program in School Psychology

Detalhes bibliográficos
Autor(a) principal: BRAZ-AQUINO, Fabíola de Sousa
Data de Publicação: 2023
Outros Autores: ALBUQUERQUE, Jéssica Andrade de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos de Psicologia (Campinas)
Texto Completo: https://periodicos.puc-campinas.edu.br/estpsi/article/view/7847
Resumo: This article investigated a supervised internship program in School Psychology conducted in a public school in João Pessoa, PB, Brazil. This internship program was based on Vygotsky’s Theory of Historical-cultural Psychology, who stresses that social interactions are imperative to cognitive and conscience development and that a school is as space for mediation of culturally organized social-historical knowledge. The internship program focused on the development of relationships with institutional actors, settling into the school routine, active participation in the assigned activities, and advising teachers, staff and students. This program indicated the importance of supervised internship for the construction of the identity of school psychologists and its effectiveness in processes that underlie human development in public educational settings.
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spelling Contributions of Historical-cultural Theory to a supervised internship program in School PsychologyContribuições da Teoria Histórico-cultural para a prática de estágio supervisionado em Psicologia EscolarSupervised InternshipSchool psychologyHistorical-cultural theoryEstágio supervisionadoPsicologia escolarTeoria histórico-culturalThis article investigated a supervised internship program in School Psychology conducted in a public school in João Pessoa, PB, Brazil. This internship program was based on Vygotsky’s Theory of Historical-cultural Psychology, who stresses that social interactions are imperative to cognitive and conscience development and that a school is as space for mediation of culturally organized social-historical knowledge. The internship program focused on the development of relationships with institutional actors, settling into the school routine, active participation in the assigned activities, and advising teachers, staff and students. This program indicated the importance of supervised internship for the construction of the identity of school psychologists and its effectiveness in processes that underlie human development in public educational settings.Esse artigo aborda a experiência de estágio supervisionado em Psicologia Escolar desenvolvido em uma escola pública na cidade de João Pessoa (PB). A referida experiência foi norteada pela Psicologia Histórico-cultural de Vygotsky, que concebe as interações sociais enquanto pilares dos processos de aprendizado e formação da consciência dos sujeitos e a escola como espaço de mediação dos conhecimentos socio-historicamente organizados pela cultura. Os procedimentos adotados no estágio se concentraram na construção de relações com os atores institucionais, na apreensão do cotidiano escolar, na imersão nas práticas instituídas, bem como na assessoria aos docentes, equipe técnica e escolares. A partir dessa experiência verificou-se a relevância do estágio supervisionado para a construção de uma identidade do psicólogo que atuará em meios escolares, bem como para demarcar sua efetividade mediante processos de desenvolvimento humano em contextos públicos de educação.Núcleo de Editoração - PUC-Campinas2023-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7847Psychological Studies; Vol. 33 No. 2 (2016): Estudos de Psicologia (Campinas)Estudos de Psicologia; Vol. 33 Núm. 2 (2016): Estudos de Psicologia (Campinas)Estudos de Psicologia; v. 33 n. 2 (2016): Estudos de Psicologia (Campinas)1982-0275reponame:Estudos de Psicologia (Campinas)instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)instacron:PUC_CAMPporhttps://periodicos.puc-campinas.edu.br/estpsi/article/view/7847/5374Copyright (c) 2023 Fabíola de Sousa BRAZ-AQUINO, Jéssica Andrade de ALBUQUERQUEhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBRAZ-AQUINO, Fabíola de SousaALBUQUERQUE, Jéssica Andrade de2023-03-21T11:45:11Zoai:ojs.periodicos.puc-campinas.edu.br:article/7847Revistahttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudosPRIhttps://seer.sis.puc-campinas.edu.br/seer/index.php/estudos/oaisbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br1982-02750103-166Xopendoar:2023-03-21T11:45:11Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)false
dc.title.none.fl_str_mv Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
Contribuições da Teoria Histórico-cultural para a prática de estágio supervisionado em Psicologia Escolar
title Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
spellingShingle Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
BRAZ-AQUINO, Fabíola de Sousa
Supervised Internship
School psychology
Historical-cultural theory
Estágio supervisionado
Psicologia escolar
Teoria histórico-cultural
title_short Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
title_full Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
title_fullStr Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
title_full_unstemmed Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
title_sort Contributions of Historical-cultural Theory to a supervised internship program in School Psychology
author BRAZ-AQUINO, Fabíola de Sousa
author_facet BRAZ-AQUINO, Fabíola de Sousa
ALBUQUERQUE, Jéssica Andrade de
author_role author
author2 ALBUQUERQUE, Jéssica Andrade de
author2_role author
dc.contributor.author.fl_str_mv BRAZ-AQUINO, Fabíola de Sousa
ALBUQUERQUE, Jéssica Andrade de
dc.subject.por.fl_str_mv Supervised Internship
School psychology
Historical-cultural theory
Estágio supervisionado
Psicologia escolar
Teoria histórico-cultural
topic Supervised Internship
School psychology
Historical-cultural theory
Estágio supervisionado
Psicologia escolar
Teoria histórico-cultural
description This article investigated a supervised internship program in School Psychology conducted in a public school in João Pessoa, PB, Brazil. This internship program was based on Vygotsky’s Theory of Historical-cultural Psychology, who stresses that social interactions are imperative to cognitive and conscience development and that a school is as space for mediation of culturally organized social-historical knowledge. The internship program focused on the development of relationships with institutional actors, settling into the school routine, active participation in the assigned activities, and advising teachers, staff and students. This program indicated the importance of supervised internship for the construction of the identity of school psychologists and its effectiveness in processes that underlie human development in public educational settings.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7847
url https://periodicos.puc-campinas.edu.br/estpsi/article/view/7847
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.puc-campinas.edu.br/estpsi/article/view/7847/5374
dc.rights.driver.fl_str_mv Copyright (c) 2023 Fabíola de Sousa BRAZ-AQUINO, Jéssica Andrade de ALBUQUERQUE
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Fabíola de Sousa BRAZ-AQUINO, Jéssica Andrade de ALBUQUERQUE
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
publisher.none.fl_str_mv Núcleo de Editoração - PUC-Campinas
dc.source.none.fl_str_mv Psychological Studies; Vol. 33 No. 2 (2016): Estudos de Psicologia (Campinas)
Estudos de Psicologia; Vol. 33 Núm. 2 (2016): Estudos de Psicologia (Campinas)
Estudos de Psicologia; v. 33 n. 2 (2016): Estudos de Psicologia (Campinas)
1982-0275
reponame:Estudos de Psicologia (Campinas)
instname:Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron:PUC_CAMP
instname_str Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
instacron_str PUC_CAMP
institution PUC_CAMP
reponame_str Estudos de Psicologia (Campinas)
collection Estudos de Psicologia (Campinas)
repository.name.fl_str_mv Estudos de Psicologia (Campinas) - Pontifícia Universidade Católica de Campinas (PUC-CAMPINAS)
repository.mail.fl_str_mv sbi.ne_estpsi@puc-campinas.edu.br||estudosdepsicologia@puc-campinas.edu.br||psychologicalstudies@puc-campinas.edu.br
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