Banca de DEFESA: ALINE ALVES DE MORAES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALINE ALVES DE MORAES
DATE: 17/09/2024
TIME: 15:00
LOCAL: Online
TITLE:

The internship in Critical School Psychology and the (trans)formative experiences of student working women from Rondônia

KEY WORDS:

critical school psychology; internship in psychology; historical cultural psychology; experience; student working women

PAGES: 200
BIG AREA: Ciências Humanas
AREA: Psicologia
SUMMARY:

Training in School Psychology (PE) has been vehemently discussed since 1980, when ideological, political and social questions concerning to the knowledge produced by this area and its operating practices began to be critically unveiled, demanding yours (re)construction based on the social commitment of this profession to confronting and overcoming social inequalities and injustices. Recently, with the approval of Law 13.935/2019, which provides for the provision of Psychology and Social Service services in public Basic Education networks the agenda on training in this area has become even more necessary. Given this reality, this study aimed to investigate the formation of the critical perspective in School Psychology from a concrete basic internship experience in a private higher education institution in the interior of Rondônia. For that, an empirical research of the exploratory explanatory type was un dertaken anchored in the Historical Cultural Method, whose information was seized through: national and institutio nal documents on training Educational Policies, questionnaire on the historical social and training profile applied to 32 students in the basic internship in Educational Processes and in depth interview with 6 students. The information analysis occurred based on the singular particular universal dialectic and was structured in the form of 2 scientific articles. The Study 1 sought to analyze the historical social and training conditions present in the territory, curricu lum and student life trajectories. This study revealed that training in School Psychology has taken place under a process of expansion, internalization, commodification and oligopolization of Higher Education; with the presence of a curriculum that contains historical contradictions through the concomitance of clinical traditional and critical assumptions; and the presence of a profile of student popularization and deselitization, marked by the prevalence of women, young people, workers and exploited classes. The Study 2 focused on understanding the effects produced by the basic internship in PE implemented through the experiences that this experience had on the consciousness of student workers. Through this study it was found that the school floor had different experiences, giving rise to me mories, dramatic experiences, moments of crisis and the construction of pedagogical and labor strategies to recon cile work and study; producing (re)configurations in the way of perceiving and relating to the educational reality and to oneself; showing that the internship acted in the zone of proximal development, constituting a potentially (trans)formative experience, capable of setting in motion the process of awareness and criticality. In summary, this investigation revealed that the formation of a critical perspective in School Psychology has occurred under some contradictions, but that, even so, the basic internship constituted a crucial experience for the formation of students who are more critical and engaged with social and social policies. In these terms, we hope that this study will con tribute to the opportunity for further research, to understand that the Psychology student is an adult in development, to the formulation of Educational Policies guided by territorial intersectionalities, social class, gender, race, ethni city and generationality, to promote supervised internships that are more territorially situated and contextualized to the students' material living conditions, and to carry out training processes aimed at teachers in order to uncover the implications of capital on life and education, as well as the importance of affective, social and political engagement.

COMMITTEE MEMBERS:
Presidente - 1859186 - FAUSTON NEGREIROS
Interna - 1972785 - GABRIELA SOUSA DE MELO MIETTO
Interna - 1122891 - REGINA LUCIA SUCUPIRA PEDROZA
Externa à Instituição - IRACEMA NENO CECILIO TADA - UNIR