História da disciplina Psicologia da Educação no Piauí na formação inicial de professores: das Escolas Normais às licenciaturas em Pedagogia

Abstract

The 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.