Supervised training in school psychology - Practice as a key element for academic formation
Tipo
Capítulo de livro
Data de publicação
2016
Periódico
Psychology, Society and Education: Critical Perspectives in Brazil
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0
Autores
Caldas R.F.L.
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© 2016 by Nova Science Publishers, Inc. All rights reserved.In this chapter we address the supervised practice in School Psychology as spaces of theoretical and practical implementation in the training of Brazilian psychologists. Grounded on the building process of School Psychology in Brazil, we outline the relevance of supervised practices both in formative dimension and in extension function through which university expertise becomes real in local communities. Based on the legislation that establishes the supervised practices we explain some possible structures, among many, the various goals that are proposed, data from various academic and scientific researches that have been collected on this theme, as well as some examples of activity of School Psychology trainees in public schools in São Paulo, Brazil. We conduct our study from historical and cultural perspectives, theoretical framework that has grounded many of the interventions carried out in supervised practices. We start from a critical conception of school psychology that has deconstructed the explanations centered on intra-psychic elements looking for new directions in order to understand the school phenomena from historical, cultural, political, economic and relational compromises. This conception implies urgent need of revising the curriculum of psychologists training courses, for a more coherent institutional performance according to theoretical advances. The National Curriculum Guidelines regulates supervised practices of School psychologists, as a way to deepen psychological activity, under the supervision and guidance of Higher Education Professors. It is through the supervised practices that theoretical knowledge is acquired, enabling the students to rehearse the profession duringtheir University education. In addition to this, as several Brazilian cities don’t have psychologists in public education, the students’ supervised practices are the representation of Psychology in Education, that is, through the work of trainees, education professionals have real contact with School Psychology. Therefore, supervised practices are valuable spaces of early professional practice in School and Educational Psychology.