A atuação da psicologia escolar na educação superior: algumas reflexões

Abstract

The mediation of the processes of learning and human development is the line of action of the School Psychology. Although, historically, School Psychology have been linked to the school, other institutional contexts, as Higher Education, have been recognized as potential spaces for learning, training and human development. Just as occurred in basic and secondary schools, the work of school psychologists in Higher Education has been based on a classical action, centered on student counseling and treatment. However, in addition to traditional actions, other preventive and institutional activities can also be performed, expanding the possibilities of intervention of School Psychology. In a broader perspective, the school psychologists can monitor the process of teaching and learning with emphasis on students’ competences development; promote discussions on young-adult development and its relation to the training process; investigate the professionals’ conceptions about teaching, learning and evaluation; collaborate with the institutional evaluation; among other actions. By this way, the School Psychology can promote intentional and contextualized practices, which can improve the development of institutions, their staff and students, beyond collaborating for the effective democratization of academic success in face of socio-cultural contrasts of the students who are now coming to Higher Education.