A psicologia escolar : realidades emergentes do papel e funções do(a) psicólogo(a) escolar
Miniatura indisponível
Ficheiros
Data
2015
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A investigação que se apresenta teve por finalidade investigar o papel e as funções do(a)
psicólogo(a) escolar e de que forma poderá o seu trabalho tornar-se mais reconhecido em
termos de comparação/diferenciação com outras áreas interdisciplinares da Psicologia
aplicada. O objetivo foi ainda desenvolver uma investigação que posteriormente funcionasse
como documento de reflexão/orientação por parte da comunidade escolar para uma prática da
Psicologia Escolar mais efetiva, na medida em que segundo a investigação de Meira (2000), a
maioria dos profissionais (psicólogos/as) coaduna-se e aceita passivamente atuar de acordo
com o mais convencional.
A investigação conjugou quatro fases, tendo por base uma metodologia mista, para
desenvolver a caracterização da atuação do(a) psicólogo(a) escolar em Portugal e ainda
construir uma plataforma de apoio para este profissional.
Esta investigação foi dividida em quatro estudos empíricos para demonstrar e clarificar
o papel e a função do(a) psicólogo(a) escolar sob várias perspetivas. Para conhecer a
perspetiva dos estudantes acerca dos Serviços de Psicologia e Orientação (SPO), o estudo 1
utilizou uma metodologia quantitativa. Para analisar e explorar o papel e a função do(a)
psicólogo(a) escolar na perspetiva dos(as) psicólogos(as) escolares, o estudo 2 utilizou uma
metodologia qualitativa, através de entrevistas semiestruturadas. No estudo 3 o objetivo foi
analisar e explorar o papel e a função do(a) psicólogo(a) escolar sob a perspetiva dos diretores
das escolas portuguesas selecionados para a amostra, através de entrevistas semiestruturadas.
Dado que o papel do(a) psicólogo(a) no campo da educação é fulcral, o estudo 4 teve como
objetivo compreender a intervenção do(a) psicólogo(a) escolar junto da comunidade escolar.
A metodologia utilizada foi observação participante e shadowing da prática profissional de
dois psicólogos de escolas públicas de agrupamentos da região do Norte do País.
Os resultados do estudo 1 apontaram que os estudantes, enquanto visados no processo
de orientação vocacional, consideram a orientação vocacional como uma área importante na
tomada de decisão relativamente à escolha da área vocacional e profissional. Através do
estudo 2 foi possível constatar que os(as) psicólogos(as) escolares ainda seguem um modelo
de atuação associado à predominância da avaliação e intervenção psicológica, apesar do
destaque assumido pela orientação vocacional e pelos projetos desenvolvidos. Deste modo, é
importante destacar que os(as) psicólogos(as) escolares participantes revelam um esforço no sentido de uma intervenção ativa e preventiva, em detrimento de uma ação meramente
remediativa junto da comunidade escolar. Os resultados evidenciam ainda as dificuldades e
obstáculos com que estes profissionais se confrontam, nomeadamente ao nível das condições
de trabalho e reconhecimento do seu papel por outros profissionais do contexto escolar.
Através do estudo 3 foi possível analisar a perspetiva dos diretores escolares relativamente ao
papel e funções do(a) psicólogo(a) escolar nas escolas onde exercem a sua atividade,
destacando-se a importância atribuída a este profissional ao nível da visão multidimensional
sobre o contexto escolar. Para completar este quadro de análise, o estudo 4 permitiu observar
as atividades predominantes relativamente ao domínio de intervenção do(a) psicólogo(a)
escolar no seu quotidiano nas escolas, destacando-se a orientação vocacional, reuniões com
outros membros da comunidade escolar e intervenção com alunos.
Os resultados enfatizam os passos que têm sido dados no caminho percorrido pelos(as)
psicólogos(as) escolares no contexto educativo rumo a uma intervenção progressivamente
mais eficaz e eficiente. Não obstante, o caminho a percorrer é longo, pelo que o presente
trabalho pretende contribuir para a divulgação de novas práticas junto destes profissionais,
através da criação de uma plataforma online.
The research hereby presented intends to investigate the importance given to the school psychologist and how his/her work can be more in order to compare/differentiate with other interdisciplinary applied psychology areas. We aim to develop further investigation that subsequently can be used as a reflection/orientation document by the school community for a more effective school psychology practice. Since according to the research Meira (2000), most professionals (psychologists) are consistent and accept passively to act in accordance with what is seen as the most conventional. The research contains four steps, based on a mixed methodology to the development of the characterization of performance of school psychologists in Portugal at the same time building up a platform of support for their work. It was divided by four empiric studies to show and clarify the role and the functions of the school psychologist in different views. To know the perspective of the students about psychological services in their schools. In the study 1 was used a quantitative methodology to analyze and explore the role and the functions of the school psychologist from their perspective. The study 2 used a qualitative methodology trough semi structured interviews. In the study 3 the aim was to analyze and explore the role and functions of the school psychologist from the perspective of school directors through semi-structured interviews. Considering essential the role of psychologists in education, the aim of the study 4 was to understand the intervention of school psychologist in the school community. The methodology used was observation and shadowing two Portuguese psychologists from public schools in the North region of the country. The results of the study 1 showed that students, listed in the process, think that vocational orientation is an important area for decision taking about vocational and professional choices. Through study 2 it was possible to conclude that school psychologists still follow a model where psychological evaluation and intervention are predominant. However, vocational orientation and development of projects are important areas. So, it is important to highlight the school psychologist effort to develop an active and proactive intervention, instead of a patching intervention with the school community. The results still show difficulties and obstacles that school psychologists face, such as working conditions and recognition of their role by the other professionals in the school context. Through study 3 it was possible to analyze the school director’s perspective about the role and functions of the school psychologists in the schools where they work. They highlighted the importance of school psychologists and their multidimensional vision about the school context. To complete this analyzes, the study 4 made possible to observe main activities in relation to the school psychologists intervention in their daily work in the school. It was highlighted vocational orientation, reunions with other elements of the school community and intervention with students indicated by teachers. The result emphasize the steps taken by the school psychologists in the school context towards a more effective and efficient intervention. However, there’s still a long way to go and this work aims to contribute to the disclosure of new practices by creating an online platform.
The research hereby presented intends to investigate the importance given to the school psychologist and how his/her work can be more in order to compare/differentiate with other interdisciplinary applied psychology areas. We aim to develop further investigation that subsequently can be used as a reflection/orientation document by the school community for a more effective school psychology practice. Since according to the research Meira (2000), most professionals (psychologists) are consistent and accept passively to act in accordance with what is seen as the most conventional. The research contains four steps, based on a mixed methodology to the development of the characterization of performance of school psychologists in Portugal at the same time building up a platform of support for their work. It was divided by four empiric studies to show and clarify the role and the functions of the school psychologist in different views. To know the perspective of the students about psychological services in their schools. In the study 1 was used a quantitative methodology to analyze and explore the role and the functions of the school psychologist from their perspective. The study 2 used a qualitative methodology trough semi structured interviews. In the study 3 the aim was to analyze and explore the role and functions of the school psychologist from the perspective of school directors through semi-structured interviews. Considering essential the role of psychologists in education, the aim of the study 4 was to understand the intervention of school psychologist in the school community. The methodology used was observation and shadowing two Portuguese psychologists from public schools in the North region of the country. The results of the study 1 showed that students, listed in the process, think that vocational orientation is an important area for decision taking about vocational and professional choices. Through study 2 it was possible to conclude that school psychologists still follow a model where psychological evaluation and intervention are predominant. However, vocational orientation and development of projects are important areas. So, it is important to highlight the school psychologist effort to develop an active and proactive intervention, instead of a patching intervention with the school community. The results still show difficulties and obstacles that school psychologists face, such as working conditions and recognition of their role by the other professionals in the school context. Through study 3 it was possible to analyze the school director’s perspective about the role and functions of the school psychologists in the schools where they work. They highlighted the importance of school psychologists and their multidimensional vision about the school context. To complete this analyzes, the study 4 made possible to observe main activities in relation to the school psychologists intervention in their daily work in the school. It was highlighted vocational orientation, reunions with other elements of the school community and intervention with students indicated by teachers. The result emphasize the steps taken by the school psychologists in the school context towards a more effective and efficient intervention. However, there’s still a long way to go and this work aims to contribute to the disclosure of new practices by creating an online platform.
Descrição
Orientação: Sara Bahia ; co-orientação: Alcina Manuela Martins
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, PSICOLOGIA, PSICOLOGIA EDUCACIONAL, PSICÓLOGOS, ENSINO, INTERVENÇÃO PSICOLÓGICA, MEIO ESCOLAR, EDUCATION, EDUCATIONAL PSYCHOLOGY, PSYCHOLOGISTS, PSYCHOLOGICAL INTERVENTION, SCHOOL ENVIRONMENT