A ATUAÇÃO DO PSICÓLOGO ESCOLAR NA FORMAÇÃO CONTINUADA DE DOCENTES DA EDUCAÇÃO BÁSICA: REFLEXÕES A PARTIR DA LITERATURA

Abstract

Throughout its history, School Psychology has undergone several transformations in its theoretical and practical paradigms. However, it is still possible to observe necessary advances in the area, which become even more urgent considering the approval of Law number 13.935, dated December 2019, which foresees the presence of psychologists and social assistants in public basic education institutions. Among them, there is a further detailing about the possible practices of basic education school psychologist’s in the continuing education of teachers, as verified after literature review procedures undertaken in the two main vehicles used by School Psychology’s researchers and professionals to publicize their theoretical reflections, practical experiences and defenses: the Brazilian Journal School and Educational Psychology and the books produced by School and Educational Psychology Working Group. Based on the productions found and authorial reflections, in this chapter, objectives, themes and methodological formats are indicated that can serve as a basis for school psychologists for planning, executing and evaluating continuing education for Basic Education teachers. It is considered that this initiative adds to the multiple efforts in favor of a quality education, from a preventive, institutional and relational bias.