Psicologia, assistência estudantil e ensino superior

Abstract

Access and permanence policies were implemented in higher education, with a view to social inclusion through education. In federal higher education, the Federal Universities Restructuring and Expansion Plans Support Program and the National Student Assistance Program stand out. In addition to broadening access to subjects who were on the fringes of society, these programs allowed the entry of servers from various areas, among them Psychology. The experience as a psychologist in student assistance, in line with the findings of the literature, points to the lack of specific north to act in this new context. In this sense, this research, based on the theoretical contributions of the Socio-historical approach, has as its main objective to understand how Psychology is presented in the context of student care at Brazilian federal public universities. Specifically, it seeks to draw a framework of public policies of access and permanence in higher education and its implications for Psychology; map the Brazilian academic production of the presence of Psychology in the student care space; apply the meta-synthesis method to document analysis with Meaning Nucleus; to make a socio-historical panorama of Psychology in student care in Northeast Brazil; identify areas, subareas of knowledge involved in student care activities; describe the actions of Psychology in the context of student assistance; interpret the Meaning Nucleus that support psychological practices in the context of student care. It is a qualitative research with data search through bibliographic and documentary research. The bibliographic review stage, conducted from May to August 2018, allowed us to identify that the Psychology developed in the student assistance is characterized by 'traditional' forms of action mostly focused to its student body. Regarding the analysis of official documents, the exploratory phase was carried out between October and November 2018, on the websites of the Federal Institutions of Higher Education. The expressive identification of national documents led to the following clippings: documents produced within the institutions of the Northeast region, including Institutional Management Reports, Student Assistance Reports and Psychology Information in student assistance. After fluctuating reading of the 474 documents found, nine institutions present all the documents with the presence of Psychology, which totals 88 documents, which went into a descriptive and interpretive phase. According to the results of the descriptive phase, the research corpus was classified according to type, institutional affiliation and historical series. Thus, reports, administrative acts, manuals and information are mostly linked to the oldest universities, with a total of 65.9% of documents. Regarding the historical series, the documents were presented from 2004 to 2018 with a growing number of universities that presented terms related to Psychology, from the implementation of the policies of expansion, access and permanence in higher education. The meanings resulting from the interpretative phase came from intra and internuclear analyzes. These revealed that the School and Educational Psychology, in student care, has an emphasis on clinical practice, as in basic education, although the dynamics of the context suggests the possibility of acting in various areas of practice and specialties of Psychology. At the same time, it highlights break points for Psychology in higher education, based on the implementation of public access and permanence policies, thus allowing the expansion of the number of Psychology professionals and the implementation of practices innovation in this context. The repercussion of the study lies in the contribution to the bibliographic production and intervention strategies, regarding the theme of public policies in higher education, since it is a policy with little time of insertion in this level of education.