Psicopedagogia e escola : elementos do ontem e reflexões sobre o hoje
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2013
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Edições Universitárias Lusófonas
Resumo
Este artigo discute a atuação do psicopedagogogo na escola municipal de Sobral, aponta questionamentos sobre a psicopedagogia e escola. A partir do baixo desempenho escolar dos alunos matriculados na escola básica apresentados nos exames de avaliação institucional, assim como, considerando a necessidade que se tem de trabalhar as dificuldades de aprendizagem escolar dos alunos das escolas públicas, surgiu a curiosidade de conhecer como estaria a aceitação do especialista em psicopedagogia, qualificado para atender e contribuir com a criança que não consegue aprender, na escola pública, tendo como referencial a rede de ensino municipal. Desse modo, surgiu a curiosidade em saber se a implementação e avanço dos cursos de pós-graduação em psicopedagogia, oferecidos pela Universidade Estadual Vale do Acaraú, em Sobral, era correspondido com a ampliação do mercado de trabalho para a incorporação e reconhecimento social deste novo especialista. Desejava vislumbrar o campo de atuação, a contribuição do psicopedagogo nas escolas frente às dificuldades de aprendizagem de crianças e adolescentes. Realizei uma pesquisa empírica, de cunho qualitativo, em escolas municipais da localidade. Utilizei-me da aplicação de entrevistas com professores e coordenadores pedagógicos, especialistas em psicopedagogia institucional, com a finalidade de ouvir os atores da escola acerca do objeto de estudo na medida em que lhes dava oportunidade de emitir suas opiniões referentes à atuação de psicopedagogos na escola em que trabalhavam. A pesquisa de campo mostrou que não há profissionais da psicopedagogia atuando como psicopedagogo institucional, o que deixa professores e os coordenadores aflitos, pois sabem da importância e da relevância do trabalho psicopedagógico na escola, acompanhamos nos dias atuais que as dificuldades de aprendizagem ainda é crescente no Brasil, e em Sobral não é diferente.
This article discusses the role of the psychopedagogist in the public school in Sobral, pointing questions about the school and psychopedagogy. From the low academic performance of students enrolled in primary school exams presented in institutional assessment, as well as considering the need that one has to work out the learning difficulties of students in public schools, emerged the curiosity to know how would be the acceptance of the expert in psychopedagogy to attend and contribute to the child who cannot learn in public school, with a reference to the municipal education network.Thus, came the curious to know if the implementation and advancement of graduate courses in educational psychology offered by UniversidadeEstadual Vale do Acaraú , was matched with the expansion of the work market for social recognition and incorporation of this new emerged specialist. Wanted to glimpse the playing field, the contribution of the psychopedagogist in schools facing the difficulties of children and adolescents to learn. I conducted an empirical research with a qualitative approach in municipal schools in the locality.I used interviews with teachers and coordinators, specialists in institutional psychopedagogy, in order to hear the actors of school about the object of study in that it gave them the opportunity to give their opinions regarding the role of psychopedagogistin school they worked. Field research has shown that are no professionals of psychopedagogy acting as institutional psychopedagogist, leaving teachers and coordinators afflicted, because they know the importance and relevance of educational psychology work at school, we follow nowadays that learning disabilities is still growing in Brazil, and Sobral is no different.
This article discusses the role of the psychopedagogist in the public school in Sobral, pointing questions about the school and psychopedagogy. From the low academic performance of students enrolled in primary school exams presented in institutional assessment, as well as considering the need that one has to work out the learning difficulties of students in public schools, emerged the curiosity to know how would be the acceptance of the expert in psychopedagogy to attend and contribute to the child who cannot learn in public school, with a reference to the municipal education network.Thus, came the curious to know if the implementation and advancement of graduate courses in educational psychology offered by UniversidadeEstadual Vale do Acaraú , was matched with the expansion of the work market for social recognition and incorporation of this new emerged specialist. Wanted to glimpse the playing field, the contribution of the psychopedagogist in schools facing the difficulties of children and adolescents to learn. I conducted an empirical research with a qualitative approach in municipal schools in the locality.I used interviews with teachers and coordinators, specialists in institutional psychopedagogy, in order to hear the actors of school about the object of study in that it gave them the opportunity to give their opinions regarding the role of psychopedagogistin school they worked. Field research has shown that are no professionals of psychopedagogy acting as institutional psychopedagogist, leaving teachers and coordinators afflicted, because they know the importance and relevance of educational psychology work at school, we follow nowadays that learning disabilities is still growing in Brazil, and Sobral is no different.
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EDUCAÇÃO, EDUCAÇÃO ESPECIAL, PSICOPEDAGOGIA, INCLUSÃO ESCOLAR, EDUCATION, SPECIAL EDUCATION, PSYCHOPEDAGOGY, SCHOOL INCLUSION
Citação
Sousa , L B D 2013 , ' Psicopedagogia e escola : elementos do ontem e reflexões sobre o hoje ' , Entretextos .