Programa de Pós-Graduação em Psicologia - PPGP/IFCH
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2329
O Programa de Pós-Graduação em Psicologia (PPGP) do Instituto de Filosofia de Ciências Humanas (IFCH) da Universidade Federal do Pará (UFPA).
Navegar
Navegando Programa de Pós-Graduação em Psicologia - PPGP/IFCH por Orientadores "NEGREIROS, Fauston"
Agora exibindo 1 - 2 de 2
- Resultados por página
- Opções de Ordenação
Item Acesso aberto (Open Access) História da disciplina Psicologia da Educação no Piauí na formação inicial de professores: das Escolas Normais às licenciaturas em Pedagogia(Universidade Federal do Pará, 2024-05-29) SILVA, Ellery Henrique Barros da; NEGREIROS, Fauston; http://lattes.cnpq.br/6286677749065869The thesis aims to investigate the discipline of Educational Psychology in initial teacher training, from the first Normal Schools in the 1930s to the Pedagogy degree courses in public institutions in the State of Piauí in the second decade of the 20th century. XXI. Thus, the following specific objectives emerged: to analyze the interface of Psychology and Education as a subject in teacher training in the first Normal Schools of Piauí in the 1930s; describe the historical path, training and trajectory of pioneering teachers when teaching the subject Educational Psychology in Pedagogy Degree courses in the second decade of the 20th century. XXI; to find out from the curriculum in undergraduate courses in Pedagogy in public institutions in the State of Piauí how the subjects dealing with Educational Psychology are worked on. The theoretical foundation covered the following axes: History of Educational Psychology; History of Brazilian Education; Teacher training. The method is a qualitative approach, exploratory-descriptive, inspired by the perspective of historiography and oral history. Thus, it was composed of documentary sources: curricula, pedagogical plans and school activities from the first Normal Schools in Piauí; Pedagogical Projects for Courses/PPCs of the Degree in Pedagogy courses at public universities in the State of Piauí; and oral sources: oral testimonies from pioneering teachers of the Educational Psychology discipline. The instruments used were: cards to identify historiographic documents; sociodemographic questionnaire; and semi-structured interview script. The results of the thesis are presented and analyzed in three studies and revealed that: i) during the operation of Normal Schools in the State of Piauí, from the 1930s to 1990, the discipline Educational Psychology presented a conception of schooling and educational practice based on in cognitivism, inspired by a biological model, with naturalizing, reductionist psychological applications and with medicalizing and pathologizing practices regarding learning and human development, focused especially on issues of intelligence and conduct, with a strong tendency to hold students, their families and teachers for school failure; ii) in the investigation with university professors who were pioneers in the teaching of Educational Psychology in the state of Piauí, their statements revealed a predominance since the 1970s and 1980s of a psychological science to train teachers based on the diagnostic character and explanations around the non subject's learning, attributing students' performance to herodological issues. The focus of the training was marked by the search for explanations about the so-called “learning difficulties” based on individual differences. This understanding about the role of the discipline lasted in subsequent decades, until more comprehensive discussions about new studies in Educational Psychology, which began to emerge in the first decade of the 2000s, with the creation and participation of teachers in study and research centers. facing the area. Nevertheless, the focus of teacher training and educational practice continued to be predominantly on the psychoeducational dimension of the practice, while the psychosocial dimension remained incipient; iii) In the syllabi of the Educational Psychology discipline in Pedagogy degree courses, the presence of studies in the field of theories of learning and human development, subjectivity, disorders, disorders and learning difficulties and pedagogical practices was verified; having a cognitivist, positivist, constructivist and pragmatic perspective in the dominant sense in the syllabi. Furthermore, among the main references, a greater predominance of foreign authors stood out, as well as studies by Brazilian authors, however, in both cases they reproduce American and European theories, that is, there is literature that does not discuss from of the Brazilian, Northeastern and, above all, Piauí reality. In summary, considering the historiographical analysis of the Educational Psychology discipline in Piauí, it was revealed that there were subtle changes and solid conservations. This highlights the importance of designing a curriculum for this discipline that is in tune with the history and culture of each social context. Furthermore, promote training that stimulates reflection and criticality through psychoeducational practices directly integrated into the psychosocial aspects of the student, the community and the school floor, aiming at human development and citizenship formation, encouraging their emancipation and contributing to social transformation . The need to expand authorial studies and research is also evident, especially in the educational reality of Piauí.Item Acesso aberto (Open Access) Historiografia da psicologia escolar e educacional no Piauí: do pioneirismo na década de 1990 aos primeiros serviços da segunda década do século XXI(Universidade Federal do Pará, 2024-05-31) CARVALHO, Leilanir de Sousa; NEGREIROS, Fauston; http://lattes.cnpq.br/6286677749065869It is essential to delve into the memories of school and educational psychology in the state of Piauí, to analyze, reveal, and collectively reconstruct a history permeated by gaps, with long periods, and significant scarcity of written records and productions about this field, as previous studies on this historical-cultural context indicate (Negreiros, Silva, Rocha, Silva, Fonseca, Carvalho & Oliveira, 2021; Candeira, Carvalho & Negreiros, 2020). Therefore, this doctoral thesis investigated the historiography of school and educational psychology in Piauí, from the work of psychology pioneers in the state, through the first undergraduate courses that provide training for school psychologists, to the first psychology services in the education sector, and up to the present day, exploring how school and educational psychology have evolved in the state. From this, the specific objectives emerged: to identify the pioneer professionals of school psychology established in the state, tracing the history of the psychologist's insertion into educational contexts, the repercussions of this role from its inception to its impact on current practices in the Piauí context; to analyze the development of courses focusing on school and educational psychology in the pioneering undergraduate psychology programs in Piauí, as well as their contribution to the training of psychologists; to identify the first school psychology services established in Piauí, the experiences, and strategies adopted by professionals; to examine the transformations in the psychologist's role in the educational field, the main demands, and needs of the area in the state. The research was a historiographical study, qualitative, exploratory-descriptive in nature, utilizing intramethod triangulation with the use of methodological techniques to access oral and documentary historical sources: individual in-depth interviews through thematic oral history - pioneering psychology professionals in educational contexts in the state; documentary research - Pedagogical Political Projects/PPCs; focus group - composed of professionals from public and private school psychology services. Data collection instruments included: sociodemographic and professional data questionnaire, forms for identifying historiographical documents, and semi-structured interview guides. For the analysis and discussion of research products, three chapters were organized in the format of scientific articles, revealing the following results: i) In the 1980s, the entry of psychology professionals into Piauí occurred mainly through integration into educational services of the Education Departments and in the provision of private school services, predominantly following individualized clinical models. In the 1990s, there was a significant change with the introduction of a more progressive and critical psychology in the school community, driven by the expansion of the School and Educational Psychologist (PEE) profession in the state, as a result of the creation of the first psychology courses and the provision of intern services, after 1998. The second decade of the 2000s was characterized by the implementation of public policies emphasizing the decentralization of psychology services in the state capital, guided by technical references from the Federal Psychology Council and local scientific productions recognized by competitions and selections of the State Department of Education; ii) The pedagogical political projects of the pioneering and current psychology courses, revealing the contribution of school and educational psychology to professional practice, emphasizing the importance of theoretical dialogue between psychology and pedagogical practice. However, there is still a lack of critical and updated approach in theoretical disciplines in psychology courses in Piauí, especially regarding the understanding of the school's role, critical and psychosocial analysis of emerging demands in the educational context, and involvement with the school community; iii) The inaugural services of school psychology in Piauí, which began later compared to other Brazilian states, had its initial practices in the private sphere and later establishment in the public sector through the implementation of federal and state educational policies. The main educational demands were related to learning processes, mental health, and social vulnerability complaints. It also reveals the importance of psycho-management and the transformation of professional practices, although there is a predominance of seeking individual sessions, influenced by the critical movement in school psychology and the perspective of historical-cultural psychology in the theoretical background of professionals. Finally, the thesis argues that the history of School and Educational Psychology in Piauí had movements and transformations initially embraced by private educational institutions and subsequently consolidated and expanded in the public network, through greater involvement in struggles for rights, access, and permanence in Basic and Higher Education, through educational public policies and public competitions. Thus, a significant product of the impact of the insertions of higher education psychology courses in the state, and the repercussions of field activities in basic and professionalizing internships in the area of School and Educational Psychology, considering all local potentials and vulnerabilities, in the face of the exclusionary, competitive, and socially unequal scenario that the Brazilian educational system has become over the years.