Psicologia nas escolas de Recife: danos por uma necessidade não atendida

Abstract

We present here the report of a research, through which we discussed issues involved in the expectation of insertion of the school/educational psychologist in the staff of teaching and learning institutions in the public network in the city of Recife- Pernambuco. The research was carried out in two stages: a bibliographic study on the history of the connection of psychology professionals to Brazilian education departments, with emphasis on the Pernambuco State Education Department (SEDUC-PE) and an intervention research, with the participation of psychologists working at SEDUC-PE and basic education teachers working in the public education network in the city of Recife. The general objective of the intervention covered two directions: a) analyze psychologists' conceptions about working with SEDUC-PE standardized School Psychology and b) analyze notes from teachers in the basic education network about the work of Psychology professionals in schools. The main methodological procedure was the production of narratives, based on the presentation of incomplete enunciation. In these statements we highlight several responsibilities related to the Psychology service in schools. Participants were instructed to write outcomes related to the situations highlighted in the incomplete statements. In the results, we highlight the gap between the expectations of psychologists and teachers regarding the insertion of the Psychology service in schools, as established by Law 13,935/2019, recently approved. In their notes, the teachers warned about their lack of preparation to deal with psychological problems in schools and argued about the need for this service. On the other hand, psychologists drew attention to the barriers to be overcome, until Psychology professionals actually work on the school floor. In our discussions, we draw attention to the prevalence of some issues: a) of a historical nature, regarding the effectiveness, still absent, of updated theoretical and practical assumptions for critical action in the School Psychology service and b) of a political nature , regarding: 1) the absence of representatives from a critical perspective in the School Psychology service in the spaces that deliberate official guidelines for this service and 2) the lack of agility in defining criteria for the distribution of professionals in schools to join the team multidisciplinary provided for in the aforementioned Law.