SCHOOL FAILURE AND DIFFICULTIES IN LITERACY: REPORT OF EXPERIENCE OF PSYCHOLOGICAL CARE AND NEW INTERVENTIONS

Abstract

This article aims to discuss the school failure from the reporting psychological care experience in a Basic Health Center. The discussion is based on Psychoanalysis and Critical Theory and addresses the psychologized trend of problems in school, the perpetuation of stigmas in poor families, lack of teacher autonomy in the literacy process, as well as the relevance of the media-technology apparatus contributing to lower investment of children in school activities. Thus, it is aiming to reflect on the neoliberal educational policies and the psychologist's role in mediating between school and family, proposing new hypotheses, prospects for diagnosis and interventions.