Psicologia Institucional Fenomenológica: um relato de intervenção e compreensão das relações no espaço escolar

• Autor(a) principal: Barreto, Aline Leite
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/23077
• topic: Fenomenologia; Pesquisa interventiva; Mudança de gestão; Phenomenology; Interventional research; Management change; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

The present study aims to contribute to the construction of a dialogue between notions of Institutional Psychology and Existential Phenomenology as a possibility of comprehension of the phenomena seen in an institution, by means of an interventional and dialogical research. The construction process of the research was carried as a political project, involved and contextualized, based on specific demands built during the coexistence between researcher and actors of the institution. As Institutional Psychology proposes, such intervention (and research) is a political attitude, in this case also supported by the phenomenological method that offers an alternative to the knowledge model of natural sciences that has become hegemonic in the study of the phenomena, and is always involved, far from any sense of neutrality. Such proposal allows the action to become research, and the research to transform the action, establishing other ways of politically thinking the insertion of the psychologist in the institution. Based on this premise, this research sought to understand how these institutional relations occur at a local school, in São Paulo, and to deepen the knowledge about how people inhabit the space of this school, especially within the composition of a new management — which was the moment we accompanied. The intervention in the school came from the proposal built alongside management and the teacher’s group, resulting in seven thoughtful meetings with the teachers and three meetings with management. This intervention occurred for two years, which allowed the systematic monitoring of the process of management change. To unveil the meanings that emerged in the intervention, we resorted to the formation of constellations that enabled the understanding of an implicated group, committed to the proposal of building this space together, with respect and seriousness. Teachers were available to look at the group and think over the relationships experienced between them and the school. This process culminated in safer exchanges, revealing a group closer and more confident with the possibility of exposure, that sought to find, in this journey, meaning and paths for constructing collectivelly. Finally, such an intervention underpinned what we here call Phenomenological Institutional Psychology, allowing a convergence between the two perspectives. What we propose is to get to know and investigate the phenomena shown in the institution, considering that the understandings that are unveiled are always relative, circumstantial, within a context and singular. The human being can only know about himself, the world and others when in the condition of acquainted