As contribuições da psicologia histórico-cultural aos psicólogos que trabalham junto às políticas públicas de assistência social voltadas às crianças entre zero e seis anos

• Autor(a) principal: Ferreira, Clarice Regina Catelan
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/3019
• topic: Psicologia; Políticas Públicas de Assistência Social; Políticas públicas; Assistência Social; Crianças de 0 a 6; Psicólogos escolares; Intervenção do psicólogo; Humanização; Psicologia histórico-cultural; Psicólogos escolares; Brasil.; Public policies of social assistance; Cultural-historical psychology; Psychologist intervention; Humanization; Brazil.; Ciências Humanas; Psicologia

The participation of Psychology in Public Policy for Social Assistance is quite recent in Brazil. And numerous are the contributions that can be offered by this area of knowledge, both by participating and providing theoretical arguments for the formulation of such policies, and by intervention of the psychologist. We have noticed, however, that the legal documents governing such policies do not clearly explain what the psychologist is asked to do and what are the theoretical foundations of such a proposal, which could lead him to develop a wide range of activities, including those related to clinic or evaluation of intelligence, at the risk of pathologizing the situation, blaming individuals for the difficulties they face in everyday life. Taking this into account, the aim of this paper is to present the contributions that the theoretical framework of Cultural-Historical Psychology offers the Psychologist who works with the public welfare policies that serve children between zero and six years of age. This study consists of a bibliographical research and, in its conduct; we consider the development of Public Policies for Social Assistance in Brazil, focusing especially on child care. Then, we present how children develop in the period between zero and six years old, based on the authors of the Historical-Cultural Psychology. Finally, we held a discussion on the proposal of action of the psychologist according to legal documents and on how some assumptions such as the School of Vygotsky can support the professional who works with this policy. After the study, we consider it necessary to undertake a critical analysis of public policies on welfare today, questioning the extent to which they contribute or not to the process of emancipation of individuals. We argue that working with social welfare policies, particularly those directed to children, requires from professionals a broad knowledge on human development as a historical category: infancy is not the same for every historical period, neither is a family, considering that fundamental changes occur as a function of how production and social relations are organized. We also understand that they need to emphasize the importance of the family acting as mediator between the child and the key elements of the social process for the development of the higher psychological functions of children. In conclusion, we hope that this research contributes to a proposal of action towards the humanization and thus collaborates to transform the consciousness of the people attended by psychologists linked to public policies of social assistance.