A Psicologia e o psicólogo educacional em escolas privadas: uma aproximação a partir das representações sociais

Villegas, Manuela Cuartas; Rodriguez-Cardenas, Diego Efrén

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Estudos de Psicologia (Campinas)

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Sumário

RESEARCH REPORT - School and Educational Psychology • Estud. psicol. (Campinas) 41 • 2024 • https://doi.org/10.1590/1982-0275202441e210024 copiar

A Psicologia e o psicólogo educacional em escolas privadas: uma aproximação a partir das representações sociais

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Objetivo

Este estudo teve como objetivo descrever as representações sociais construídas pela comunidade educacional sobre a psicologia educacional e o psicólogo educacional no contexto escolar.

Método

Utilizamos uma metodologia qualitativa com abordagem hermenêutica, com a participação de 34 pessoas (reitores, professores, psicólogos, estudantes e pais) de oito escolas privadas na cidade de Ibagué, Colômbia. Os dados foram coletados por meio de grupos focais e entrevistas semiestruturadas.

Resultados

A técnica de redes temáticas para a análise dos dados foi utilizada, resultando em três temas globais que ilustram as principais representações sociais. Os resultados indicam que a diferenciação entre a psicologia clínica e a orientação escolar são referências para identificar a psicologia educacional como disciplina aplicada e o papel do psicólogo educacional na escola.

Conclusão

Argumentamos que as representações e práticas relacionadas a papéis tradicionais estão sendo transformados em práticas institucionais e contextuais.

Palavras-chave:
Educação; Educadores; Papel do psicólogo; Psicologia escolar

Organizing Themes	Basic Themes	Narratives
Study object	Human Behavior	“The psychologist is responsible for understanding everything about behavior and is the one who can guide all these processes” (Interview with Principal 1) “Human behavior in general, including that of teachers” (Focus Group with Teachers)
Study object	Learning processes	“I would think that, umm, in how learning occurs, like how each child learns because every child is different, so one doesn’t learn like the other” (Focus Group with Teachers) “Learning styles...seeking learning strategies in different classrooms within the institution” (Focus Group with Psychologists)
Applied nature	Understanding Educational Processes	“Through psychologists focused on education, we are reaching a better understanding of the classroom environment for both students and teachers” (Interview with Principal 2) “Such as the educational institution itself, because it is also important to consider the surroundings of the educational institution, to look at the situation, the context in which the school is located, and how this context can affect or reinforce behaviors in students” (Focus Group with Psychologists)
Applied nature	Improving Educational Processes	“As a tool that aims to improve the quality of education, that would be it for me” (Interview with Principal 1) “I think they are already generating a positive impact in education, honestly, with their proposals regarding learning, when they show us that children learn when they are happy and when they focus on emotions. I believe that education is already changing because of that. That’s why if I were to remove my child from this school, I would enroll them in another school that has a psychologist” (Focus Group with Parents)
Differentiation from other Professional Fields	Differentiation from Clinical Psychology	“On the other hand, a psychologist working in a hospital is more focused on mentally ill individuals” (Focus Group with Teachers) “I think a clinical psychologist, since they work in a hospital, should primarily deal with individuals who already have a diagnosis or are about to be diagnosed. They should be attentive because it could be depression or something similar. On the other hand, an educational psychologist deals with academic, disciplinary, and family matters” (Focus Group with Parents)
Differentiation from other Professional Fields	Differentiation from Educational Guidance	“Nowadays, I believe that the appointment of an educational counselor within institutions is not being handled properly because usually, that role is assigned to a teacher...in my opinion, that role should be performed by a psychologist, and they are the ones who can do it best” (Interview with Principal 2) “The psychologist can diagnose, and the diagnosis can lead to other interventions such as psychiatry, for example, or a medical psychologist, a clinical psychologist, which is different from an educational counselor, an educational counselor is an advisor” (Focus Group with Teachers)

Organizing Themes	Basic Themes	Narratives
Support for educational agents	Attention to student-related issues	“It has a lot to do with the behavior of children and the needs that children have that neither the teacher nor I can solve” (Focus group with parents) “I know that the psychologist at my school helps the children, the children with more problems go to her and she helps them” (Focus group with students)
	Support for teachers and coordinators	“I think it’s a great support for teachers, coordinators, and even more so for parents and children” (Interview with principal 1) “Psychologists are the ones who will intervene in those situations and provide us with strategies, they support us in the strategies we can use in the classroom” (Focus group with teachers)
	Support for parents	“We have also provided support to parents to try to have an excellent family and school environment within the institution” (Interview with principal 2) “They also teach children and parents about public interest topics, such as sexuality, things that sometimes we don’t know how to talk about with our children” (Focus group with parents)
Management of problem cases	Management of behavioral problems	“I believe that educational psychology is responsible for solving problems because, for me, misbehavior is a problem” (Focus group with parents) “They always call me on the carpet because I misbehave” (Focus group with students)
Management of problem cases	Contextualization of issues	“Today we have to look at the causes of behavior, what has led them to act in this way or to be unable to learn in this way” (Focus group with teachers) “To identify the problem situation from which the problem is emerging, excuse the redundancy, the situation in which the students find themselves, to not isolating them academically but also, as my colleague mentioned, to consider the social aspect and other ones” (Focus group with psychologists)
Inclusive Education	Curricular adaptations	“As for adapting the curriculum, the educational psychologist may not directly intervene in the curriculum, but they guide us on how to do it” (Interview with principal) “They approach it from an inclusive perspective, so the curriculum is adapted to support that” (Focus group with teachers)
Inclusive Education	Sensitization and follow-up	“I think it has changed our mindset a bit, why? Because we used to think that when we have a child with Down syndrome, we thought they wouldn’t learn, but it turns out that these children can learn to read, write, and do many things, it’s just that they develop different skills” (Focus group with teachers) “I think it’s not just about planning, I would say it’s about taking the teachers and explaining that inclusion is this, how it connects to other aspects, and depending on each situation, it is approached in a certain way” (Focus group with psychologists)

Organizing Themes	Basic Themes	Narratives
Professional status	Recognition of Educational Psychology	“That’s why I think educational psychology needs to have more importance in the field, more significance... just like we say, systems that allow me to do this and that, or well, management, coordination, the same should be fundamental in the organization, psychology should have an important role in the organization with support, assistance, and everything that is needed... so that everyone recognizes the importance of what is needed within psychology.” (Focus group with teachers) “It’s about the importance of educational psychology and its significance not only for students but for all school agents because often they don’t have a psychologist, and it won’t matter to them. It’s about implementing strong foundations of educational psychology in schools so that it does matter.” (Focus group with psychologists)
Professional status	Educational psychologist stereotype	“In an organization, it shouldn’t be a small room where everyone who can’t adapt to a situation is sent; it should be a central pillar within the organization.” (Focus group with teachers) “We need to work a lot on the psychologists’ role and the perception people have, for me, of psychologists. What is a psychologist? What is their purpose? If you think about medicine, everyone knows what a cardiologist, a neurologist is for, but for psychology, no. Only people who suffer and are crazy go to psychologists.” (Focus group with psychologists)
Impact of professional action	Conventional expectations of the psychologist’s role	“Although some actions have been conducted within the institution, I would like more, perhaps more training because we would like to know more about the different situations children experience.” (Interview with principal) “Perhaps they could help create a subject focused on self-awareness, strengthening self-esteem, and making decisions about one’s life project. That would be great.” (Focus group with parents)
Impact of professional action	Need for an institutional perspective	“I believe it would be more beneficial to have a theme or something that truly makes a difference in psychology, something that makes us say, ‘We really need a psychologist in schools, in educational institutions...’ That would be something! A word that allows psychology to innovate in society.” (Focus group with teachers) “Preparation and importance are also necessary. Institutionally and at the level of the Department of Education, interdisciplinary projects must be carried out. The psychologist should be very clear about that.” (Focus group with psychologists)

Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Núcleo de Editoração SBI - Campus II, Av. John Boyd Dunlop, s/n. Prédio de Odontologia, 13060-900 Campinas - São Paulo Brasil, Tel./Fax: +55 19 3343-7223 - Campinas - SP - Brazil
E-mail: psychologicalstudies@puc-campinas.edu.br

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[1] Correspondence to:
D. E. RODRIGUEZ-CARDENAS. E-mail: diego.rodriguez3@unisabana.edu.co.