As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/19385 |
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 |
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Gomes, Luciana Szymanski Ribeirohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8220398E7Souza, João Ricardo Teixeira Leite de2016-11-22T16:58:37Z2016-09-28Souza, João Ricardo Teixeira Leite de. As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia. 2016. 115 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19385This 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 demandsEste trabalho foi uma pesquisa participante que buscou compreender as percepções de educadores de um Centro para Crianças e Adolescentes (instituição de educação não formal da esfera pública da assistência social) localizado na região da Brasilândia, São Paulo, sobre parcerias com profissionais da psicologia. Foi utilizada a metodologia da pesquisa-ação aliada ao encontro reflexivo (proposta de entrevista participante e em grupo), com fundamentação na visão de sujeito-mundo para Paulo Freire. Foi construída uma parceria na qual o pesquisador atuou junto à equipe como psicólogo no cotidiano institucional, semanalmente durante dois semestres, compreendendo as demandas da equipe e propondo intervenções que, seguindo a proposta metodológica, foram elaboradas, planejadas, executadas e avaliadas no coletivo. Ao final do período de intervenção, foi feito um encontro reflexivo com seis membros da equipe, para avaliar a pesquisa e a atuação do pesquisador e, ao mesmo tempo, sistematizar as percepções da equipe sobre parcerias com profissionais da psicologia. Foram identificados cinco eixos de percepções na análise do encontro reflexivo: a parceria com o pesquisador; as questões sócio-político-culturais que atravessam o trabalho no CCA; o trabalho com as famílias; a educação para a cidadania; e a relação entre o trabalho em equipe e o papel de cada profissional. A partir das percepções dos participantes, foi possível realizar apontamentos à prática de psicólogas(os) na instituição em questão e em outras semelhantes, como a importância: da atuação nos cotidianos institucionais; da disponibilidade à equipe e à comunidade, no acolhimento às diversas demandas; de propostas interventivas com caráter educativo à equipe, considerando necessidades específicas do trabalho e contribuindo na formação dos profissionais; da realização de intervenções afinadas aos objetivos maiores da instituição (a assistência social, no caso do CCA); e de ações que fortaleçam o trabalho coletivo e os vínculos entre a equipe. Aponta-se para a necessidade de mais pesquisas que forneçam subsídios ao trabalho das equipes e de psicólogas(os), considerando a diversidade de contextos e demandasConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/40053/Jo%c3%a3o%20Ricardo%20Teixeira%20Leite%20de%20Souza.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoPesquisa-açãoPsicologia da educaçãoEducação não formalAction-researchEducational PsychologyNon formal educationCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMAs percepções de educadores da educação não formal sobre parcerias com profissionais da psicologiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTJoão Ricardo Teixeira Leite de Souza.pdf.txtJoão Ricardo Teixeira Leite de Souza.pdf.txtExtracted texttext/plain273115https://repositorio.pucsp.br/xmlui/bitstream/handle/19385/4/Jo%c3%a3o%20Ricardo%20Teixeira%20Leite%20de%20Souza.pdf.txtace5553500bab298f1c33d63af10c63dMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia |
title |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia |
spellingShingle |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia Souza, João Ricardo Teixeira Leite de Pesquisa-ação Psicologia da educação Educação não formal Action-research Educational Psychology Non formal education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia |
title_full |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia |
title_fullStr |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia |
title_full_unstemmed |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia |
title_sort |
As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia |
author |
Souza, João Ricardo Teixeira Leite de |
author_facet |
Souza, João Ricardo Teixeira Leite de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gomes, Luciana Szymanski Ribeiro |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8220398E7 |
dc.contributor.author.fl_str_mv |
Souza, João Ricardo Teixeira Leite de |
contributor_str_mv |
Gomes, Luciana Szymanski Ribeiro |
dc.subject.por.fl_str_mv |
Pesquisa-ação Psicologia da educação Educação não formal |
topic |
Pesquisa-ação Psicologia da educação Educação não formal Action-research Educational Psychology Non formal education CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Action-research Educational Psychology Non formal education |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
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 |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-11-22T16:58:37Z |
dc.date.issued.fl_str_mv |
2016-09-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Souza, João Ricardo Teixeira Leite de. As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia. 2016. 115 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19385 |
identifier_str_mv |
Souza, João Ricardo Teixeira Leite de. As percepções de educadores da educação não formal sobre parcerias com profissionais da psicologia. 2016. 115 f. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
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https://tede2.pucsp.br/handle/handle/19385 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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