Psicologia e Educação: contribuições do saber psicológico na perspectiva Histórico-Cultural para a práxis de professores do Ensino Médio de Iguatu-CE

Abstract

The relationship between Psychology and Education is marked by tension and mutual constitution between both fields of knowledge. From this perspective, while Education serves as the cradle of psychological theories and practices, psychological knowledge supports the development of educational policies and teaching work. The thesis of this study is that Psychology, especially the historical-cultural perspective, contributes to teaching practice by offering a theoretical framework that fosters critical thinking and the development of sensitive relationships within the school. Therefore, this study aims to understand the contributions of psychological knowledge, from a historical-cultural perspective, to the praxis of teachers in a high school in Iguatu, Ceará. Specifically, the objectives are: to reflect on how the school structure and the dimensions of the relationships established by teachers in this space affect their teaching work; to understand the objective and subjective aspects that led to the choice and practice of the teaching profession by the teachers studied, as well as how this is understood by them; and to analyze how teachers signify and incorporate elements of Historical-Cultural Psychology into their teaching praxis. To enrich the research, a review of specialized literature was conducted, addressing: the historical relationship of mutual constitution between Psychology and Education; the contribution of psychological knowledge to teacher education; the relevance of Vygotsky’s thought and his contribution to teaching; as well as a review of theses and dissertations published in the Brazilian Digital Library of Theses and Dissertations. To achieve the proposed objectives, a qualitative, exploratory-descriptive study with a dialectical approach was carried out, configured as a research-training process involving five teachers from the aforementioned educational institution. The data production techniques used in this investigation were observation, individual reflective interviews, and five formative meetings. The information was recorded in a field diary or through audio recordings followed by transcription. The data constructed by the research corpus were analyzed using Content Analysis. The results of this investigation reveal the challenges faced by teachers in conducting their work in a school with inadequate physical structure for teaching and learning, as well as relational aspects, given student indiscipline and dissatisfaction. Regarding the interviews, there is a notable multiplicity of paths that led teachers to choose the profession and their persistence due to employability and their ethical-political

commitment to students. Furthermore, it is noted that psychological knowledge has been appropriated by educational policies and participating teachers from an individualistic conception that naturalizes educational inequalities, so that its contribution to teaching resides mainly in the understanding of affective and relational aspects. In the formative meetings, efforts were made to introduce the framework of Historical-Cultural Psychology to foster a critical and contextualized understanding of the educational problems experienced by teachers. This process enabled teachers to expand their knowledge, analyzing reality through the lens of totality provided by historical-dialectical materialism, highlighting the fruitfulness of this framework in teachers’ continuing education.