Psicologia escolar e educacional no ensino superior: demandas e desafios na história do serviço de atendimento ao estudante da Universidade Federal de Uberlândia

• Autor(a) principal: Gebrim, Leiliane Bernardes
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/17239; https://doi.org/10.14393/ufu.di.2014.382
• topic: Psicologia escolar e educacional; Ensino superior; Atuação do psicólogo; Psicologia escolar; Psicologia educacional; Psicólogos; Educational and school psychology; Higher education; Psychologist work; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

The aim of this study was to know and understand the demands of student assistance for the psychology service to the student (SEAPS), of the Universidade Federal de Uberlândia, specifically for the work of the educational psychologist in a context of expansion and democratization of universities happen after the implementation of REUNI and the quota law. For that, we investigated the history of the sector opportunities for actuation in that area in order to understand the issues that permeate the inclusion or non inclusion of that psychologist in said service. Through research of historical archives and conducting semistructured and open interviews with professionals who participated in the construction of the history of SEAPS, from 1976 to the present day, we found the existence of opportunities of action of Educational psychologist who could not always be met due to lack of skilled professionals in that area. Currently, the public policies for the democratization of higher education have created new demands for that professional, aiming at promoting social inclusion, citizenship and development of social responsibility of students and the institution, in matters which involve their integral human formation, socialization, respect for diversity, culture and institutional transformation methods, adaptation of curricular and development of projects that promote academic success and expanded training. Regarding the scope of student assistance, is emerging scientific expertise, grounded in environmental research in the university to identify the psychosocial and psycho-educational demands of students, in order to base the intervention reflections and projects that support political and institutional processes and environmental research view to ensuring social justice, equality and quality of life of students at the university.