Rodas de conversa com professoras e educadoras da educação infantil: intervenção da Psicologia escolar e educacional em contexto de pandemia

• Autor(a) principal: Oliveira, Isadora Nascimento de
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/34608
• topic: Psicologia escolar e educacional; Rodas de conversa; Professoras e educadoras; Educação infantil; Pandemia; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

This is a course conclusion work that aimed to identify, during conversations with teachers of a children's institution in a city in Minas Gerais, the possibilities of action and the contributions of the school and educational psychologist in the context of the Covid-19 pandemic. To this end, a qualitative research was carried out, using the theoretical assumptions of Historical- Cultural Psychology. In this, participant observation was the chosen instrument, being developed in 07 biweekly Conversation Rounds, on the Google Meet Platform, with one hour each and the participation of 16 teachers and educators who work with children up to 5 years old. The following aspects were observed: demands and complaints from teachers and educators in this pandemic context; role of the school and educational psychologist in the mediation of relationships and conflicts during the Conversation Circles; interaction between teachers and educators with the school and educational psychologist and with their peers; forms of participation of professionals in Conversation Rounds; characteristics of teachers and how they affect group relationships and interactions during Conversation Rounds; knowledge brought by professionals who collaborate to rethink their pedagogical practice in this pandemic context. It is observed that, through the research, it was possible to reflect on the Conversation Circles as a space aimed at: collective construction, dialogue, critical reflection, proposition and implementation of alternatives that value early childhood education professionals and favor the insertion of the psychologist in this rich context of possibilities of action and contribution.