Importance of continued training for critical performance in school psychology

Abstract

The practice of school psychologists still has signs of an individualizing, adaptationist and pathologizing practice, despite the immense production and critical action in recent years. This highlights the need for continued training that contributes to overcoming reductionist practices at school. It was this understanding that guided the construction of research with school psychologists from the State Department of Education of the Federal District (SEEDF). The objective of this article is to present the analysis of the professionals' reports, based on the use of the listening and speaking group inspired by the Balint method. Five meetings were held, with nine psychologists. The reports of the meetings were analyzed and grouped into two major themes: role and performance of the school psychologist; and relationships between psychologists and other school professionals. We identified that there is a need to open spaces for listening and exchange so that school psychologists can reflect on their work and transform it. We defend professional practice discussion groups inspired by the Balint method as an in-service training space, as it allows engagement and reflection on performance, favoring the articulation between professional and personal aspects in a dialogued and collective process of raising awareness about the school psychologist work.