O sentido atribuído ao trabalho do orientador educacional na rede pública de ensino: diferentes olhares

• Ano de defesa: 2020
• Autor(a) principal: Nocito, Meire Campelo
• Orientador(a): Szymanski, Luciana
• 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 Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Orientadores educacionais; Escolas públicas; Educadores
• Palavras-chave em Inglês: Student counselors; Public schools; Educators
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/23716

This research aims at understanding the meanings attributed to the school counselor’s work in the public school system, from which we can focus on their possibilities of action. After the 1996 Law on Brazilian Education Guidelines and Bases (LDBEN), Law 9394/96, which decreed the non-mandatory position of school counseling in schools, this professional category started to lose its representativeness, mainly with regard to the public school system, so that this study seeks to highlight the importance of this function. The theoretical framework is chiefly based on the Arenditian concepts on the meaning of education and on the Freirian posture of the progressive educator. The phenomenological qualitative research was carried out in a municipality that houses the figure of the school counselor in public policy, and where a male educator of school counselors, responsible for the continuing education program, and a female school counselor were interviewed according to the reflective interview instrument (SZYMANSKI, 2004). The interviews were recorded and transcribed, and their content was organized into four constellations: (1) dimensions of the school counselor's performance; (2) difficulties and challenges of the school counselor’s praxis; (3) working together with the school team; and (4) ways of being in the world, taking into account the educator's stance. The research enabled to establish a parallel between theory and practice that support the school counselor’s work, considering the perspective of the school counselor’s educator and the experience of the school counselor immersed in the school reality. The analysis brought to light the existence of challenges to be overcome in the school counselor’s praxis, because of the structure of the schools, whose functioning is guided mainly by the current educational policies, which often hinder their possibility of action. Despite this, it is concluded that school counseling plays an important role in schools as a support network for children and young people and in the humanization and democratization process of the school space