História, legislação e narrativas de prática: a psicologia no contexto escolar após a regulamentação da Lei nº 13.935/2019 na rede estadual de Itapevi

• Ano de defesa: 2025
• Autor(a) principal: Toledo, Yara Juliana
• Orientador(a): Cardoso, Elizabeth
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Psicologia escolar crítica; Psicólogas escolares; Lei nº 13.935/2019; Precarização protocolar
• Palavras-chave em Inglês: Critical school Psychology; School psychologists; Law No. 13.935/2019; Protocolar precarization; Belonging
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45289

This dissertation aims to understand the work of school psychologists in the state education network of Itapevi, in light of the effects of the implementation of Law No. 13.935/2019, which regulates the inclusion of psychology and social work professionals in public schools. Anchored in critical school psychology, the research articulates a qualitative approach with elements of mixed methodology and a historical-dialectical perspective, using narrative interviews as a listening strategy. The objective was to capture the trajectories of critical training, concrete work experiences, and professional self-perceptions of psychologists working in school settings. The findings reveal the persistence of practices linked to protocolar precarization, expressed in fragile work arrangements, fragmented actions, and management models that scarcely engage with the singularities of the territory. Still, ethical gestures emerge that challenge the logic of adaptation and control, pointing to possibilities of invention, care, and resistance in everyday school life. By analyzing the meanings produced in these professionals’ practices, the dissertation argues for the urgency of a psychology that builds belonging—not as a pre-given space, but as a collective construction—committed to transforming school relationships, listening to the living territory, and creating meanings beyond normativity