SCHOOL PSYCHOLOGY IN ABC PAULISTA

CONCEPTS AND CHALLENGES FOR CRITICAL PROFESSIONAL ACTION

Abstract

This research was to understand the conceptions underlying the practice of psychologists who work with school complaints in the ABC Paulista region. To this end, we discussed professional practice in school psychology and the construction of a critical practice in dealing with school complaints, especially one that is based on overcoming naturalizing readings of the difficulties experienced by students in their schooling process. Data was collected using an online questionnaire made available to psychology professionals who work with school complaints in private or institutional settings in the region. The answers were analyzed from the perspective of socio-historical psychology and organized into four categories: models of professional practice; recognition of the support network; readings and theoretical contributions; and tools and instruments. It was found that there are contradictions between the discourse on work and the way in which school complaints are dealt with. The conclusion is that there is a need to broaden the debate on critical practice and strengthen discussions on the methods, practices and instruments that underpin the work of these professionals.