Queixa escolar e o processo de escolarização: a percepção dos professores

• Ano de defesa: 2020
• Autor(a) principal: Paese, Marlize
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Educação; Psicologia escolar; Queixa escolar; Professor reflexivo; Educação básica
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3894

This study aims to analyze the perception of teachers about the school complaint, knowing that this constitutes the greatest demand for referral of students to health professionals, for both school clinics and public health services, and to private professionals. These referrals arise from problems in the behavior and in the learning process of children during school. Such complaints were understood initially as coming exclusively from children. Subsequently, responsibility for them was delegated to the family or their socioeconomic status. In a third moment, they turned to the teacher, as a possible influencer in this process. Knowing this demand, our main objective was to analyze the teachers' perception of school complaints and their implications in the children's schooling process. However, due to the scope of the theme, the research took as reference the Basic Education of the city of Xanxerê, SC, based, first, on identifying the perceptions of teachers about school complaints in the schooling process of children who are referred to psychological care. Afterward, we seek to understand the perception of teachers about the contributions of school psychology in the learning process. This work initially presents a bibliographic/theoretical overview of the history of Educational Psychology, considering the first concerns in Education and School Psychology with the school complaints. The production of the data occurred from empirical research with teachers from the municipal education network in the municipality of Xanxerê, SC. The data were interpreted using the Content Analysis methodology. After the analytical reading of the contents extracted from the interviews, based on School Psychology and considering the objectives established to answer the question of this research, we built an analysis structure and the establishment of three categories, some of which arose from the contents extracted in the interviews, not being included in the objectives. Thus, three categories were established: School complaints; the school psychologist in schools; the role of the family in the schooling process. At the end of this research, we understand that the production of the school complaint is not generated randomly, but that it is the result of anguish and uncertainty that seeks answers within the fields of available knowledge. Finally, it is important to say that despite repeated researches and reflections on this topic, there is still much to be done in relation to the dealing given by the school for children who do not learn. We concluded that School Psychology has an important role in the construction of new understandings and perceptions about the production of school complaints, constantly revisiting action strategies in the face of this demand, criticizing, overcoming conceptions, always searching for new answers to new questions, yearning for new trends in order to form social subjects.