Edneia Felix de Matos
Published: 2022
Total Pages: 0
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Psychopedagogy is an area of study that is in great expansion and has been gaining prominence both in academia, through research, and in the contexts where it effectively occurs, through the performance of the Educacional Psychologist. It is observed that many teachers seek this specialization, thus, the present research, linked to GEADEC - Group of Studies and Research in Learning and Development from a Constructivist Perspective, aimed to investigate what are the reasons that lead teachers to specialize in Psychopedagogy and what would be the contributions of this training for the teaching work in the context of early childhood education. The participants were 60 teachers working in public schools of early childhood education in the interior of the state of São Paulo and who had a specialization in Psychopedagogy, who responded to a semi-structured interview carried out remotely by the Google Meet platform, due to the pandemic imposed by Covid-19. The results indicated that teachers seek the specialization in Psychopedagogy as a way to specialize, i.e., as a continuing education and also to remedy the gaps in their initial training, besides being able to better understand the issues related to learning difficulties, thus allowing them to help their students. In relation to the course taken by the interviewees, almost half (48%) consider that the course did not offer subsidies for acting as a psychopedagogue, and this fact draws attention to the need to restructure the training courses in psychopedagogy so that they can offer quality training. The main expectations highlighted by the interviewees were that the course could enable a greater understanding of learning difficulties (33%), and be an option to improve teaching practice (30%). Regarding the contribution of this area of study, the issue of the "welcoming look" at the students was pointed out by most interviewees as the main contribution (40%), the planning and evaluation of activities was also highlighted by 34% of the interviewees. The teachers also declared as the main similarity between Psychopedagogy and Pedagogy, the fact that both areas work with the learning of the subjects (72%), in relation to the difference between these areas, most of them consider the performance as being the main difference (95%). It is expected, with this research, to contribute to the expansion of discussions about the quality of training in Psychopedagogy in Brazil and its importance in the context of early childhood education, considering that this stage of basic education is configured as extremely important for the development of students.