Uma análise de produções da pós-graduação stricto sensu sobre a atuação da psicologia escolar e educacional no ensino superior

• Autor(a) principal: Rezende, Maria Olívia do Nascimento
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/40018
• topic: Psicologia Escolar e Educacional; Educação Superior; Perspectiva crítica; Atuação de psicólogos; Prática de psicólogos; School and educational psychology; Higher education; Critical perspective; Performance of psychologists; Practices of psychologists; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

School and Educational Psychology is one of the pioneering fields within Psychology and generally, the public it deals with belongs to Elementary and Secondary Education, whether students, teachers, and other segments involved in the educational process. It can be said, however, that the Higher Education has also become part of this audience since the 21st century, a level that currently appears in studies, research, and practice reports. Thus, the goal of this study is to survey and analyze, In light of the Critical School Psychology, productions relating to the performance of School and Educational Psychology in Higher Education in the past ten years. To this end, a survey was carried out in the database of the Brazilian Library of Theses and Dissertations – BDTD. Between the dissertations and theses recuperated, seven were found adequate to the scope and objective of this research, and after the reading of the material, the following axes of analysis were developed: Axis 1 – Student Assistance: a field in full expansion, where we identified that the Student Assistance is one of the main fields of activity of Psychology in Higher Education, aiming to develop strategies focusing on student retention. Most of the practices carried out still focus mainly on students, however, proposals were identified aiming for an expansion that encompasses other institutional agents. Axis 2 – School failure nuances and demands, in which we identified that there is still a traditional view of understanding the phenomenon of school failure, mainly on the part of teachers and course coordinators, who have not yet assimilated the psychologist’s possibilities of actions from a critical perspective, considering the social context of the institutions. It is necessary for future research to cover more works, beyond the BDTD, so that it is possible to know the production in this field.