A contribuição dos psicólogos na implementação da competência “Projeto de vida": no ensino médio em Fortaleza-CE

Abstract

Projeto de vida (PV) is a strategy to achieve the integral formation of students, through protagonism, self-knowledge and social responsibility, being possible to observe the existence of a relationship between it and psychology, which can be corroborated through points of contact, such as professional orientation, the protagonism and the relevance of the school context in the development of interests and choice processes. This term can be found as one of the competences present in the Base Nacional Comum Curricular, the guiding document of Brazilian basic education, and in the Documento Curricular Referencial do Ceará, which is the adaptation of the BNCC from the state specificities. The main objective of this study is to understand how the psychologist is contributing to the implementation of the Projeto de vida in high school classes in Fortaleza-CE, which gains relevance due to its contemporaneity and potential contribution to the field. For this, a qualitative exploratory research was carried out, through semi-structured individual interviews with professionals involved with PV in high school classes in Fortaleza-CE, accessed through the "snowball" methodology. The content analysis went through the stages of ordering, classification and analysis, until it was possible to reach the categories: (1) Ways of implementing the Projeto de Vida; (2) Possibility of participation of the psychologist; (3) Challenges and potential. Different implementation realities were found. Regarding the participation of the psychologist, it was noticed that, in only one of the eight interviews, he was active in the classroom. In other reports, psychologists do not appear directly linked to the PV, either because they are overloaded with other demands or because of the absence of psychologists at school. Thus, the main contribution of psychologists is through participation in lectures and guidance offered to teachers, usually at the beginning of the year. Even in the face of this reality, the potential that psychology professionals have to contribute to this discipline was evident, due to the fact that the demands addressed are part of their area of activity and study.