Formação em psicopedagogia e docência na educação infantil: contribuições, contradições e reflexões
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Data
2021-03-31
Autores
Matos, Edneia Felix de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A Psicopedagogia é uma área de estudo que está em grande expansão e vem ganhando destaque tanto no meio acadêmico, por meio de pesquisas, quanto nos contextos em que se incide efetivamente, por meio da atuação do psicopedagogo. Observa-se que muitos professores buscam por esta especialização, e sendo assim, a presente pesquisa, vinculada ao GEADEC – Grupo de Estudos e Pesquisas em Aprendizagem e Desenvolvimento na Perspectiva Construtivista, objetivou investigar quais os motivos que levam professores a cursarem a especialização em Psicopedagogia e quais seriam as contribuições dessa formação para o trabalho docente, no contexto da educação infantil. Foram participantes 60 professores atuantes em escolas públicas municipais de educação infantil do interior do estado de São Paulo e que possuíam a especialização em Psicopedagogia, respondentes a uma entrevista semiestruturada realizadas de forma remota pela plataforma do Google Meet, devido a pandemia imposta pela Covid-19. Os resultados apontaram que os professores buscam pela especialização em Psicopedagogia como uma maneira de se especializarem, ou seja, como uma formação continuada e também para sanar as lacunas existentes em sua formação inicial, além de poderem conhecer melhor as questões referentes às dificuldades de aprendizagem, permitindo assim auxiliar seus alunos. Em relação ao curso realizado pelos entrevistados, quase a metade (48%) consideram que o mesmo não ofereceu subsídios para a atuação como psicopedagogo. Tal fato chama a atenção para a necessidade de uma reestruturação nos cursos de formação em Psicopedagogia para que estes possam oferecer uma formação de qualidade. As principais expectativas destacadas pelos entrevistados foram que o curso pudesse possibilitar uma maior compreensão acerca das dificuldades de aprendizagem (33%), e ser uma opção de aperfeiçoamento da prática docente (30%). Em relação a contribuição dessa área de estudos, a questão do “olhar acolhedor” junto aos alunos foi apontada pela maioria dos entrevistados como principal contribuição (40%); o planejamento e avaliação das atividades também foi destacado por 34% dos entrevistados. Os docentes declararam ainda como sendo a principal semelhança entre a Psicopedagogia e a Pedagogia, o fato de as duas áreas trabalharem com a aprendizagem dos sujeitos (72%), em relação à diferença entre essas áreas, a maioria considera a atuação como sendo a principal diferença (95%). Espera-se, com esta pesquisa, contribuir para ampliação das discussões sobre a qualidade da formação em Psicopedagogia no Brasil e sua importância no contexto da educação infantil, tendo em vista que essa etapa da educação básica se configura como de extrema importância para o desenvolvimento dos alunos.
Psychopedagogy is an area of study that is in great expansion and has been gaining prominence both in academia, through research, and in the contexts where it effectively occurs, through the performance of the Educacional Psychologist. It is observed that many teachers seek this specialization, thus, the present research, linked to GEADEC - Group of Studies and Research in Learning and Development from a Constructivist Perspective, aimed to investigate what are the reasons that lead teachers to specialize in Psychopedagogy and what would be the contributions of this training for the teaching work in the context of early childhood education. The participants were 60 teachers working in public schools of early childhood education in the interior of the state of São Paulo and who had a specialization in Psychopedagogy, who responded to a semi-structured interview carried out remotely by the Google Meet platform, due to the pandemic imposed by Covid-19. The results indicated that teachers seek the specialization in Psychopedagogy as a way to specialize, i.e., as a continuing education and also to remedy the gaps in their initial training, besides being able to better understand the issues related to learning difficulties, thus allowing them to help their students. In relation to the course taken by the interviewees, almost half (48%) consider that the course did not offer subsidies for acting as a psychopedagogue, and this fact draws attention to the need to restructure the training courses in psychopedagogy so that they can offer quality training. The main expectations highlighted by the interviewees were that the course could enable a greater understanding of learning difficulties (33%), and be an option to improve teaching practice (30%). Regarding the contribution of this area of study, the issue of the "welcoming look" at the students was pointed out by most interviewees as the main contribution (40%), the planning and evaluation of activities was also highlighted by 34% of the interviewees. The teachers also declared as the main similarity between Psychopedagogy and Pedagogy, the fact that both areas work with the learning of the subjects (72%), in relation to the difference between these areas, most of them consider the performance as being the main difference (95%). It is expected, with this research, to contribute to the expansion of discussions about the quality of training in Psychopedagogy in Brazil and its importance in the context of early childhood education, considering that this stage of basic education is configured as extremely important for the development of students.
Psychopedagogy is an area of study that is in great expansion and has been gaining prominence both in academia, through research, and in the contexts where it effectively occurs, through the performance of the Educacional Psychologist. It is observed that many teachers seek this specialization, thus, the present research, linked to GEADEC - Group of Studies and Research in Learning and Development from a Constructivist Perspective, aimed to investigate what are the reasons that lead teachers to specialize in Psychopedagogy and what would be the contributions of this training for the teaching work in the context of early childhood education. The participants were 60 teachers working in public schools of early childhood education in the interior of the state of São Paulo and who had a specialization in Psychopedagogy, who responded to a semi-structured interview carried out remotely by the Google Meet platform, due to the pandemic imposed by Covid-19. The results indicated that teachers seek the specialization in Psychopedagogy as a way to specialize, i.e., as a continuing education and also to remedy the gaps in their initial training, besides being able to better understand the issues related to learning difficulties, thus allowing them to help their students. In relation to the course taken by the interviewees, almost half (48%) consider that the course did not offer subsidies for acting as a psychopedagogue, and this fact draws attention to the need to restructure the training courses in psychopedagogy so that they can offer quality training. The main expectations highlighted by the interviewees were that the course could enable a greater understanding of learning difficulties (33%), and be an option to improve teaching practice (30%). Regarding the contribution of this area of study, the issue of the "welcoming look" at the students was pointed out by most interviewees as the main contribution (40%), the planning and evaluation of activities was also highlighted by 34% of the interviewees. The teachers also declared as the main similarity between Psychopedagogy and Pedagogy, the fact that both areas work with the learning of the subjects (72%), in relation to the difference between these areas, most of them consider the performance as being the main difference (95%). It is expected, with this research, to contribute to the expansion of discussions about the quality of training in Psychopedagogy in Brazil and its importance in the context of early childhood education, considering that this stage of basic education is configured as extremely important for the development of students.
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Palavras-chave
Psicopedagogia, Educação infantil, Docência, Psychopedagogy, Childhood education, Teaching