The impact of school closures on the future of public high school students: contributions from Historical-Cultural Psychology

• Grant number: 22/15768-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2023
• End date: March 31, 2024
• Field of knowledge: Humanities - Psychology - Human Development Psychology
• Principal Investigator: Vera Lucia Trevisan de Souza
• Grantee: Esther Rocha Serralvo
• Host Institution: Centro de Ciências da Vida. Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil

Abstract

This research is part of the set of investigations of the research group Processes for the Constitution of the Subject in Educational Practices [PROSPED], from the line "psychological interventions and processes of human development" of the Stricto Sensu Graduate Program in Psychology at PUC-Campinas. It is linked to the umbrella project of the group, entitled: Research-intervention in the transformation of the school: collaborative and collective practices in Psychology. It adopts as a theoretical-methodological reference the premises of Historical-Cultural Psychology, especially those of Lev Semionovitch Vigotski; and its scholars who deepen the understanding of the concepts of imagination, emotion and thought as Higher Psychological Functions that assume prominence in adolescence. This study aims to investigate and analyze the perceptions of public high school students regarding their future after the school closure period and when they return to in-person classes. High school students, 1st, 2nd and 3rd years, from a public school located on the outskirts of Campinas, SP, will participate in the research. It is expected, as a result, to promote reflections with students about their lives and possible ways of overcoming their difficulties; contribute to the scientific understanding of the impacts of the pandemic on Brazilian students enrolled in public high school; reflect with educators on actions that can mitigate student learning losses and promote their development; and collaborating with the practice of school psychologists in the elaboration of interventions that create more factors of protection, support and empowerment for students, in addition to offering theoretical support for the elaboration of public policies aimed at the education of the youth in Brazil.