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52 - PSICOLOGIA E ESCOLA: REFLEXÕES ACERCA DE POSSÍVEIS ATUAÇÕES DO PSICÓLOGO NO ÂMBITO ESCOLAR

Doi: 10.47094/978-65-284-0357-8/473-477

PALAVRAS CHAVE: Psicologia Escolar. Formas de atuação. Interdisciplinaridade.

KEYWORDS: School Psychology. Forms of practice. Interdisciplinarity.

ABSTRACT:
This paper describes possible roles for the school psychologist based on a narrative literature review, grounded in a critical and institutional perspective within School Psychology. It starts from the understanding that schools face simultaneous demands related to learning, school life, development, and inclusion, which often leads to imprecise expectations about the psychologist’s role. Drawing on six works selected for their relevance and timeliness (both foundational texts and recent publications), the chapter systematizes broad lines of action that tend to shape everyday school practice: support for pedagogical processes and learning mediation, strengthening spaces for listening and coexistence, preventive initiatives, conflict mediation, collaborative work with teachers and school management, dialogue with families, and support for inclusive practices. The discussion further highlights that practice becomes more consistent when there is clear role delimitation, planning, continuity, and integration with the school routine and pedagogical project, avoiding automatic referrals and blame-focused interpretations centered on students or families. The paper concludes that psychologists have greater impact when they work collaboratively and institutionally, helping schools develop responses that are context-sensitive and, therefore, more feasible and sustainable in addressing educational demands.

Autores

  • Alícia Vitória Pereira

  • Gianno Lucas de Sousa Damasceno Vieira

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