Avaliação psicoeducacional na perspectiva Histórico-Cultural: em busca de novas possibilidades

Abstract

Currently, researchers in the field of school psychology have sought to expand the explanations of school complaints beyond the individual, breaking with a technicalist comprehension. This work aimed to map the resources and principles that support the processes of psychoeducational assessments of school complaints, in publications that dialogue with the Historical-Cultural Theory. To this end, a search was carried out for articles published on the CAPES Portal, since 2013, based on the following markers combined: school complaint, psychoeducational assessment, assessment, learning difficulty, context; social commitment; school psychology; historical-cultural psychology; criticism; dynamic, historical-cultural, Vygotski, resulting in 117 publications. After applying the exclusion criteria, 20 publications were selected and organized into two thematic groups, namely: 1) resources and/or practical interventions used in school complaint assessment processes (seven publications), 2) positioning/principles that guide such choices (13 publications). As a whole, the publications offer numerous resources ranging, such as observations in school contexts, family and school engagement and partnership, inclusion of games and art, and construction of creative games. These actions are supported by a position that considers the context of schooling and its relationships, as well as the material conditions of the child's development. Thus, psychoeducational assessment, based on Historical-Cultural theory, understands the school phenomenon within a political, ethical and social context, and can make use of creative resources supported theoretically and used in an ethical, responsible manner and combined with the profession's official guidelines.