Pesquisas em psicopedagogia: contribuições para a prática pedagógica

Abstract

This collection brings together texts that result from research developed from Course Completion Papers (TCCs) of the Specialization in Clinical and Institutional Psychopedagogy class, offered by the State University of Piauí (UESPI), at the Dep. Jesualdo Cavalcanti Barros Campus, in the city of Corrente (PI). The implementation of the continuing education proposal took place from March 2020 to November 2021.

The main objective of the lato sensu postgraduate course was to train education professionals for psychopedagogical intervention work, offering them knowledge to act, both in the prevention and treatment of learning problems, in a clinical and/or institutional approach, which considers the subject in all its structural elements (cognitive, affective, social, pedagogical, physical, etc.) and the interaction with its school, sociocultural and family environment.

In this way, we sought to prepare future specialists to work in accordance with the most recent demands in the areas of Education and Health, aiming to reflect on different aspects related to the construction of school knowledge by students, especially regarding learning and its difficulties, raising awareness among professionals in the area for a broader and more up-to-date understanding of educational processes.

Therefore, we hope that this book invites the reader to understand the role that Psychopedagogy has been assuming within the perspective of understanding how the teaching and learning process occurs for each individual in particular, in the case of clinical practice, or for groups of individuals, in the case of institutional practice, and how the environment and its interlocutors interfere in this process. In this way, the process of professional practice occurs after a thorough and attentive investigation, which allows the psychopedagogue to reach conclusions that lead to the diagnostic report and the planning of interventions, in order to open new paths and possibilities for teaching and learning, so that learners can explore their full potential and capabilities.

Furthermore, this book aims to share reflections, lessons learned and conclusions from theoretical and applied research and, thus, to raise discussions to enhance learning in Brazilian schools, offering strategies and planning options for teaching the different types of public we find in our schools, or any other institution in which the teaching-learning process takes place. Our mission is to participate in the viability of education for all, in which every Brazilian citizen can learn equally and equitably, facing and overcoming their learning difficulties at different times and in different contexts.