Historiografia da psicologia escolar e educacional no Piauí: do pioneirismo na década de 1990 aos primeiros serviços da segunda década do século XXI

Abstract

It 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.