Desafios enfrentados pela orientação educacional em tempos de pandemia da COVID-19 e práticas remanescentes: um estudo

• Autor(a) principal: Moysés, Felipe Silva
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/41268
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Orientação educacional; Desafios; Afetividade; Ensino-aprendizagem; Educational counseling; Challenges; Affectivity; Teaching-learning

Educational counseling within schools is filled with challenges and attributions regarding the articulation among families, school and community. Overcoming such challenges requires collective work, with affective and attentive view to students’ learning processes. Therefore, it is a job that demands constant training for various conditions and contexts. For this research, the core discussion takes the context of the Covid-19 pandemic, which caused devastating impact to society’s mental health. Within the school walls, many have been the coexistence challenges upon the return of in-person classes. Thus, this study aimed to identify the challenges experienced by the educational counseling within the Covid-19 pandemic context, in order to propose directives for a training process aimed at Educational Counselors. Specific objectives were: to identify Educational Counselors’ attributions acquired and consolidated within the Covid-19 pandemic context; to identify Educational Counselors’ training needs as a possibility to support their practices; to identify the position the Educational Counselors occupy in their schools; to build directives for a training proposal that considers the participants’ work conditions. For data collection, each participant answered a profile questionnaire and participated of a semi-structured interview. Analysis and discussion of data produced was performed through prose analysis, by André (1983). Henri Wallon’s psychogenetic theory (1986) is the main theoretical basis, which is complement by Mahoney & Almeida (2005), Gatti (2014), Galvão (1995), Lüdke & André (1986), Santos (2006) and Werebe (1970). Results showed the potential of affectivity as a way to guide the work of Educational Counselors, being essential for their training processes