Abstract
The continuing formation of the psychologist who works with school demands is still an unexplored topic in the literature; however, of great relevance. This article reports a qualitative research whose objective was to understand the conceptions about the continuous formation of psychologists who work with school demands from their initial formation, practice, and experiences of continuous formation, in the Triângulo Mineiro region. Four psychologists were interviewed who work in diverse educational spaces. We find that there is a certain distance between the conception of continuing education and the ways in which it is developed. Three mentioned a theoretical framework that was not consolidated or nonexistent, which is reflected both in the challenges pointed out and in the reports regarding the continuous formation itself. Conceptions about continuing education are distanced from social commitment, but we also highlight the unfavorable conditions for the pursuit of this training, such as the lack of courses and precarious working conditions.
Keywords:
School psychology; professional education; psychologist's performance