DesmedicalizArte: a psicologia escolar construindo práticas desmedicalizantes com professoras e educadoras

Abstract

In this study, we seek to investigate the contributions of Art in the performance of the school psychologist with education professionals, seeking to understand and transform the look of the teacher and other factors (institutional, relational, social, political) involved in the medicalization of education, so that we can create demedicalizing practices. The Medicalization of Education is understood as the vast procedure of transforming human aspects and intrinsic to the process of schooling and learning as a target for medical understanding and intervention. The work of Psychology requires at all times to (re) think, share and modify practices, including the professionals with whom it works. We proposed four Reflective Encounters, in groups, lasting two hours each, in a public institution of Early Childhood Education in the city of Uberlândia - MG, with the voluntary participation of 19 teachers and educators from that school. We meet every two weeks for two months and, in each meeting, we seek to articulate theory and practice, collectively creating moments of sharing and studies with and for the participants, about aspects that involve their their way to look at situations and their actions, which are ways of expressing such looks. In Reflective Encounters, we try to bring about changes in cognitive, affective, social aspects, in order to create demedicalizing practices. For this, we chose Art as our guide, because, according to Cultural Historical Psychology, which underlies this study, it fosters the development of higher psychic functions, increases the cultural repertoire, creativity, and enables new and different forms of expression, indispensable for teaching activity. In order for the professional to take a welcoming look, attentive to the students 'way of being and doing, a look that proposes activities that deviate from the standard, that generate learning processes, and that value the subjects' singularities, it is necessary that the individual himself experiences and apprehends what will be build, and then put into practice with others. The meetings addressed topics that discussed the phenomenon of Medicalization of Education and that could contribute to the construction of demedicalizing practices, such as: The view of teachers; Medicalization within the school walls; The work of the psychologist allied to the teacher; Creating demedicalizing practices. The records made by the participants at each encounter at the Group's Caixa were analyzed; in the researcher's journal and the transcription of the audio recordings of the meetings. From the reading of the material, we list the following axes of analysis: a) The views and practices of the school psychologist; b) What does the psychologist do at school ?; c) Reflections on Education and Art; d) Creating demedicalizing practices. Thus, we composed some interlocutions seeking to establish dialogues between Demedicalization of Education, Art and Psychology aiming at transformations of daily practices in Education. The tools offered to rethink their practice, allied to Art, proved to be very powerful not only in the creation of demedicalizing practices, but also contributed to the professional and personal development of the participants, leading them to reframe childhood experiences and modify practices in the classroom of class. In addition, they made possible the professional and personal strengthening of each one, as they potentiated the collectivization of situations that were previously lived in an individualized way. We emphasize the importance of the educational and school psychologist inserted in these contexts, and mainly we emphasize Art as a differentiated element of work, creating practices that aim to contribute to both the field of Psychology and Education.