Rodas de conversa com adolescentes: possibilidades de intervenção em psicologia escolar.

Abstract

This article investigates the possibilities and challenges of using circles time with adolescents as a space for attentive listening and an intervention tool for the school psychologist. This work stems from a Supervised Internship experience in School/Educational Psychology, conducted in a public state school in Uberlândia-MG, with middle school students (grades 6-9). To this end, it investigates and discussion of interventions using circles time in other research studies in public schools, aiming to share experiences, address doubts regarding facilitation, and broaden the repertoire of psychology professionals. The methodology employed was a literature review, encompassing studies from the last 5 years (2018-2022) in the SciELO, PePSIC, Index Psi, and Google Scholar databases, using the descriptors “critical school psychology” AND “circles time” AND “school”. The PRISMA Protocol was used for study selection, following the stages of identification, screening, and eligibility. The analysis of the selected studies (four in total) was performed through Thematic Analysis, seeking to identify recurring patterns and themes. The research concludes that circles time prove to be a powerful tool for school psychologist intervention, promoting listening, dialogue, reflection, and social development among adolescents, in addition to contributing to the construction of a more democratic and welcoming school environment. The research also highlights the need for further studies that deepen the understanding of the school psychologist's role and the use of circles time in different contexts.