A atuação do psicólogo na rede pública de educação: concepções, práticas e desafios Marilene Proença Rebello de Souza Tese apresentada ao Instituto de Psicologia da Universidade de São Paulo, como parte dos requisitos para outorga do Título de Livre-Docente em Psicologia São Paulo 2010 Agradecimentos Aos meus queridos professores e colegas do Departamento de Psicologia da Aprendizagem, do Desenvolvimento e da Personalidade e do Programa de Pós-Graduação em Psicologia Escolar e do

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... Humano que participaram de minha formação como pessoa, pesquisadora, docente, permitindo que eu pudesse me constituir nesse lugar institucional que hoje me encontro, realizando esse Concurso para Professor Livre Docente na Universidade de São Paulo. Em especial, ao professor Lino de Macedo pelo incansável incentivo para que eu realizasse mais essa etapa da trajetória acadêmica. Aos meus orientandos, ex-orientandos e bolsistas, companheiros de pesquisa, que aceitaram o desafio de compreender um pouco mais e melhor o que significa planejar e executar uma pesquisa que hoje se apresenta enquanto Tese de Livre-Docência: Pasqualini e, em especial, a Kátia Yamamoto, que atuou como Bolsista de Apoio Técnico (FAPESP) e que acompanhou todo o processo de constituição da pesquisa, e Altay Lino de Souza que pacientemente nos inseriu nos conhecimentos da estatística. Aos meus queridos parceiros nesta pesquisa nos Estados em que ela se realizou, Iracema Neno Cecílio Tada (Rondônia e Acre), Marilda Gonçalves Dias Facci (Paraná), Lygia de Sousa Viégas (Bahia), Celso Tondin e Irme Bonamigo (Santa Catarina) e Silvia Maria Cintra da Silva (Minas Gerais), sem os quais esse projeto não teria a dimensão que hoje assumiu. Aos psicólogos que aceitaram participar dessa pesquisa e puderam dar contribuições valiosas para que fosse possível conhecer um pouco mais da realidade da atuação profissional no campo da Educação. Aos meus colegas e companheiros pela luta por uma sociedade mais justa e um mundo menos desigual, que tenho encontrado em minha trajetória como participante do Movimento de Professores, do Fórum Estadual em Defesa da Escola Pública, da Associação de Docentes da Universidade de São Paulo, do Sistema Conselhos de Psicologia e, em especial, da Associação Brasileira de Psicologia Escolar e Educacional. Às mulheres fundamentais da minha vida, Benita Quintas Passos, Serafina Passos Proença, Nize , que me orientou nos cursos de Mestrado e de Doutorado e me inseriu no universo da pesquisa em Psicologia Escolar e Educacional e nas discussões críticas desta área. Aos meus alunos do Ensino Fundamental, Ensino Médio e Ensino Superior, que tanto me ensinaram e ensinam a exercer os desafios do ofício docente. Ao Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) e à Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) pela ajuda imprescindível na realização desta pesquisa. 8 SOUZA, Marilene Proença Rebello de. The Psychologist´s practice in Public School: concepts, practices and challenges. Abstract Studies and reports of intervention work in School and Educational Psychology demonstrate that much progress has been achieved toward a critical position that considers the historical, social and cultural dimension in the constitution of educational phenomenon. This advance is centered on training experiences or research coming from the academic field and little is known about how such knowledge was acquired by those professionals who are in the public education system. This research, therefore, aims at identifying and analyzing the concepts and practices developed by psychologists of public school in face of school complaint, in order to understand how innovative and relevant elements appear in recent discussions in the area of Educational and School Psychology in search for a good education for everybody. We have done: a) a mapping of the services offered by psychologists in the Municipal Educational Offices of the State of São Paulo b) a survey of books, in the area studied, about the role of psychologists in the field of education, c) a survey of professional practice in education. We used two procedures in the field work: questionnaires and interviews. We have analyzed the questionnaires using the software Statistical Package for Social Sciences, allowing the construction of profiles of the participants. We have also analyzed the publications in the area of Educational and School Psychology, in relation to the psychologist´s work, from 2000 to 2007 and conducted interviews in nine cities in order to explore the issues relating to the history of assistance services, conceptions of work and how this psychologist practicing has occurred in public education... We took 36 books, six full texts and 30 collections, highlighting the analysis of 131 chapters. During this period, 133 municipalities of Sao Paulo were surveyed, knowing that in 61 of them there are psychologists working in the Municipal Departments of Education, 108 professionals participated. Of these, 96.4% are women, around 40 years old, with an average of 8.7 years in office. We find several forms of recruitment; the majority is from private universities and maintains a continuous education, in the forms: specialization, updating courses and supervision. They work at all levels of education and focus the work on teachers and students. They present three modes of operation: Clinic (15%), Institutional (30%) and Clinical and Institutional (55%). The monitoring of school complaints takes place mainly inside the schools. The difficulties faced in carrying out the work are: a) type of contract that does not clearly define the role of psychologist in education, b) low salary levels, c) constant change in management, d) workload is not adequate to the demands of education;) clinical representation of the profession by educators and health professionals. It is Important to mention that the professionals point out that education can contribute to the development and improvement of the country situation and that this would be the central focus of their work. We evaluate this work positively, because it revealed a forward movement toward the construction of professional practices in education that announce an appropriation, by the psychologists who are in Public Education, of knowledge that has been published by scholars, relating to a practice which we call -critical‖ in School and Educational Psychology. We believe that this research does not exhaust the possibilities of investigation of the complexity of the phenomenon in question, but contributes to the understanding of the constitution of professional practices in the field of Educational Psychology.