Banca de DEFESA: LILIANE ALVES DA LUZ TELES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : LILIANE ALVES DA LUZ TELES
DATA : 03/06/2019
HORA: 14:00
LOCAL: Auditório I ou Auditório II da FACED
TÍTULO:

Experiences of internship supervisors in School and Educational Psychology in a critical perspective: Contributions to the Psychologists training

PALAVRAS-CHAVES:

School and Educational Psychology; internship supervisors; psychologist training; critical perspective

PÁGINAS: 150
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Fundamentos da Educação
ESPECIALIDADE: Psicologia Educacional
RESUMO:

This research aims to analyze the contributions of School and Educational Psychology in a critical perspective from the experience of internship supervisors in the training of psychologists. We start from the assumption that the stage is a space of unity, because it allows a practice based on a theory in confrontation with reality, in a dialectical relation that interrelates them, recreating them in daily life. In this way, we understand that the stage is a space-time-experience that allows the interlocution between theory and practice contributing to re-dimension the praxis involved in the production of knowledge and in the construction of an epistemological, ethical and political identity of the profession. The Critical Perspective on School Psychology, a reference we have worked on, has made it possible to understand the historical and cultural determinations of the conceptions produced in the scientific field about school failure. Its advance, from the point of production of knowledge and professional activity in the field of School and Educational Psychology, was constituted as a rupture in the way of understanding school phenomena and rethinking the very role of Psychology. From this understanding, our study sought to understand conceptions and practices developed by the supervisors of the stage; discuss the ethical-political breakthroughs that emerge from the supervisory experience from the triangulation supervisor - trainees - internship field in the course of the activities and; analyze elements of criticality that consider singular and collective aspects that mark these experiences. To do this, we interviewed five supervisors of internship in school and educational psychology, considering the contribution of the Critical Perspective as a reference. From the analysis derived from the interviews we were able to identify the importance of the stage for the formation of the professional future, both from the point of view of overcoming the instrumental activity and in the process of re-signification of knowledge, being inseparable from theory and practice. The internship enables future professionals to appropriate the understanding of the complexity of institutional, cultural, historical, and political practices that are part of the context in which actions develop. The supervisors 'experiences point to the ethical commitment to the context in which the activities take place, above all, an in-depth reflection of the effects of the trainees' presence and their interventions considering the challenges and perspectives that are related to the constitution of School Psychology. The analyzes also deal with problematizations related to the higher education policy and the working conditions of the supervisor, based on the need to sustain a project of profession in which the training, whether public or private, can be based on criticality in relation to psycho-social demands against contemporary society.

MEMBROS DA BANCA:
Presidente - 1878649 - LYGIA DE SOUSA VIEGAS
Externo ao Programa - 2766416 - MARIA IZABEL SOUZA RIBEIRO
Externo ao Programa - 1102723 - THAIS SELTZER GOLDSTEIN
Externo à Instituição - JAQUELINE KALMUS - UNIFESP
Externo à Instituição - CARLOS CESAR BARROS - UEFS