Psychology, Society and Education: Critical Perspectives in Brazil

Marilene Proença Rebello de Souza, PhD (Editor)
School Psychology Professor, University of Sao Paulo, Sao Paulo, Brazil

Gisele Toassa, PhD (Editor)
Lecturer on Psychology of Education, Federal University of Goias, Goias, Brazil

Kátia Cristina Silva Forli Bautheney, PhD (Editor)
Postdoctoral Student, University of Sao Paulo, Sao Paulo, Brazil

Series: Psychology Research Progress
BISAC: PSY012000

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This book introduces the most significant studies and practices developed by scholars and researchers in school psychology in Brazil. The chapters discuss a critical, historical and cultural perspective of how psychology as a science and psychologists as professionals are able to contribute with schooling and education.

Its goal is to provide an overview about the main discussions of school psychology in Brazil for an international audience, without losing the necessary depth to present delicate and important topics.

Models of psychology based on natural sciences and traditional practices are criticized for concealing a wide array of causes for school failure, related to poverty, educational culture, class oppression and low budget for public education. Marxist perspectives, Foucaultian analysis and psychoanalysis help to provide psychologists with theoretical bases for practices of school psychology in different contexts. Experiences of criticism of public policies, as well as an understanding of the psychologist as part of social movements and policy making are briefly addressed. These features become “Psychology, Society and Education: Critical Perspectives in Brazil, a unique publication in its gender.

From the point of view of teaching and researching in the fields of psychology, education and social sciences, this volume stands out by presenting theoretical and methodological contributions to qualitative approaches. This book will also be useful to international scholars and researchers interested in expanding knowledge of Brazilian society through education. (Imprint: Nova)

Preface

Part I. Psychology, Education and Schooling: A Historical Perspective

Chapter 1. School Psychology from a Critical Historical Perspective: In Search of a Theoretical-Methodological Construction
Marilene Proença Rebello de Souza (Institute of Psychology, University of São Paulo (USP), São Paulo, Brazil)

Chapter 2. From Educational to School Psychology: Paths Traveled by Brazilian Psychology in its Relation to Education
Deborah Rosária Barbosa (School of Philosophy and Human Sciences, Federal University of Minas Gerais (UFMG), Belo Horizonte, MG, Brazil)

Chapter 3. Pioneers of Psychology on Brazilian Education: Manoel Bomfim, a Radical Thinker
Mitsuko Aparecida Makino Antunes (Pontifical Catholic University of São Paulo (PUC-SP), Brazil)

Chapter 4. Reflexions on the “Psychiatrization of Pedagogy” and the “Pedagogization of Psychiatry”
Katia Cristina Silva ForliBautheney (Institute of Psychology, University of São Paulo (USP), Brazil)

Chapter 5. Critical Thinking in School Psychology: Epistemological Aspects
Marisa Eugenia Melillo Meira (Faculty of Sciences, Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), Brazil)

Part II. Psychology, Society and Education: Theoretical Perspectives

Chapter 6. School Psychology and Micropolitics: A Territory to Discover
Marisa Lopes da Rocha (Department of Social and Institutional Psychology, State University of Rio de Janeiro (UERJ), RJ, Brazil)

Chapter 7. Beyond the “Fractured Discourse”: Reflections on the Subject and Methodology of Intervention in School Psychology
Gisele Toassa (Faculty of Education, Federal University of Goiás (UFG), Goiânia, GO, Brazil)

Part III. Struggling for Education: Psychology Within (Or As?) Social Movement

Chapter 8. Collectives of School Psychologists within Social Movements
Marilene Proença Rebello de Souza, Beatriz de Paula Souza (Institute of Psychology, University of São Paulo (USP), Brazil)

Part IV. "Toward a Sunrise of Happier Days": Practices in Context

Chapter 9. School and Community: Promoting Intra- and Inter Institutional Participation in the Implementation of Public Policy
Mônica Cintrão França Ribeiro and João Eduardo Coin de Carvalho (Department of Psychology, Paulista University (UNIP), Sao Paulo, SP, Brazil)

Chapter 10. Inclusion in Early Childhood Education: Considerations in the Light of Historical-Cultural Psychology and Historical-Critical Pedagogy
Sonia Mari Shima Barroco, and Marta Chaves (Department of Psychology, State University of Maringá (UEM), Maringá, Brazil, and others)

Chapter 11. School Psychology and Human Rights: Brazilian Youth in Trouble with the Law in Focus
Marcelo Domingues Roman and Marilene Proença Rebello de Souza (Department of Public Policies and Collective Health, Federal University of São Paulo (UNIFESP), São Paulo, Brazil, and others)

Chapter 12. School Psychology and Attention to School Complaints
Beatriz de Paula Souza (Institute of Psychology, University of São Paulo, USP, São Paulo, SP, Brazil)

Chapter 13. Psychological Evaluation: A Practice Articulated with the Creation of Norms of Existence
Adriana Marcondes Machado (Institute of Psychology, University of São Paulo (USP), Brazil)

Chapter 14. Teacher Education Market and the Constitution of the Professional Teacher
Denise Trento Rebello de Souza, Flavia Medeiros Sarti (Faculty of Education, University of São Paulo (USP), Brazil, and others)

Part V. Teachers and Psychologists in Development

Chapter 15. Supervised Training in School Psychology – Practice as a Key Element for Academic Formation
Roseli Fernandes Lins Caldas (Center of Biological and Health Sciences, Mackenzie Presbiterian University, São Paulo, SP, Brazil)

Chapter 16. Training in Psychology to Practice in Education
Alacir Villa Valle Cruces, Silvia Maria Cintra da Silva (Faculty of Health, Methodist University of São Paulo (UNIMEP), Brazil, and others)

Chapter 17. Advancing Critical Perspectives in Psychology and Education in Brazil (and New Challenges)
Marilene Proença Rebello de Souza, Gisele Toassa, Kátia Cristina Silva Forli Bautheney (Institute of Psychology, University of São Paulo (USP), Brazil, and others)

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