Premissas da atuação do psicólogo escolar/educacional na formação docente

Abstract

From the working like a psychologist, a series of questions about the scope and limitations of the role of the School Psychologist emerged. The most stimulating them relates to the performance with the training of teachers. We use the literature for a greater understanding of the issue and found discrepancies between the authors. Thus, this study was designed with the purpose of investigate what assumptions supporting the claims of the authors of the School Psychology consider the role of Psychologist role in Teacher Training. To ensure support for theoretical work, literature was revisited in this order: 1) an observation about the history of the School Psychology to understand the circumstances and reasons which led it to seek the prospect of action which focuses on the promotion of educational success; 2) understand the different concepts and practices in Teacher Training. European countries and the United States are the places of emergence of Psychology concerned about the school context. These countries contributed to its growth, returning for the educational field with searches that had at its heart the construction and application of psychological tests. In Brazil, the Psychology also grows from the Education, building, originally a model clinical and curative linked to psychological testing. But after the decades of 1970 and 1980 came the prospect of School Psychology Critical whose main target is to promote the teaching-learning process and the decline of the blame for the failure of the student school. Regarding the Teacher Training, literature presents different ideas about them and their implications for the practice of teachers. It turns different the initial and ongoing teacher training; addition to sharpen different models for the development of the latter: the transmission, the experiential and critical-reflective. So, to achieve the proposed objective, we looked for the production bibliographic references in the area of School Psychology to discuss or suggest the involvement of Psychologist in Teacher Training. We use the publications of the Working Group on School Psychology of ANPEPP (Associação Nacional de Pesquisa e Pós-Graduação em Psicologia) and the journals of ABRAPEE (Associação Brasileira de Psicologia Escolar e Educacional). The books were published in the, 1999, 2001, 2003 and 2005. As for the ABRAPEE’s magazines were selected those published in the last five years (2003 to 2007). To process the data, we use to content analysis. Initially, we take the categorical analysis of texts, identifying assumptions about the participation of psychologists in training. Later, we saw the data with a view to organize them into thematic categories. We found two categories. The first bound by the actions of the psychologist in teacher training to the history of psychology; and another, with the demands of the market. We see the superficiality way in this regard between the authors of Psychology. With this study we hope to contribute to the expansion of the discussions and elucidation of the specificity of action of the School Psychologist.