PERFORMANCE OF SCHOOL PSYCHOLOGISTS IN A MUNICIPALITY IN THE INTERIOR OF SÃO PAULO: FROM INITIAL EXPECTATIONS TO THE CONCRETENESS OF CRITICAL ACTION IN SCHOOL PSYCHOLOGY

• Grant number: 24/23504-9
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: June 01, 2025
• End date: December 31, 2025
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Silvana Galvani Claudino Kamazaki
• Grantee: Gabriela Piccoli Lobos
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

The present research project aims, in light of Historical-Cultural Psychology and the critical perspective of School and Educational Psychology, both grounded in Historical-Dialectical Materialism, to contribute to the understanding of the conceptions, challenges, and innovations in the practices currently developed by Brazilian School Psychology professionals. For this purpose, as part of a larger national research project entitled "The Role of School and Educational Psychologists in Latin America: Conceptions, Challenges, and Innovations in Public Policies for Basic Education," authored by Prof. Dr. Marilene Proença Rebello de Souza and developed by researchers from across Brazil, this investigation aims to identify and analyze the nature of the work carried out by psychology professionals in the municipality of Santa Cruz do Rio Pardo, in the state of São Paulo. The study intents to draw a parallel between their initial conceptions and expectations and the transformations resulting from the possibilities of action in concrete reality.In order to achieve this, a bibliographic review will be conducted to theoretically support the design and subsequent application of a semi-structured interview, to be carried out with professionals who are members of a School Psychology team in the selected municipality. The research is justified due to the implementation of Law 13.935/2019 in several Brazilian municipalities and the pressing need to ensure critical action in school psychology, which overcomes the biologizing and medicalizing conception of school difficulties and is committed to the development of students.