Título:	Psicologia escolar e interculturalismo: atuação institucional na Educação Básica
Autor(es):	Fonseca, Thaisa da Silva
Orientador(es):	Araújo, Claisy Maria Marinho
Assunto:	Psicologia escolar Psicólogos - atuação Educação básica Interculturalidade Multiculturalismo
Data de publicação:	23-Out-2025
Data de defesa:	27-Mar-2025
Referência:	FONSECA, Thaisa da Silva. Psicologia Escolar e Interculturalismo: Atuação Institucional na Educação Básica. 2025. 246 f. Tese (Doutorado em Psicologia do Desenvolvimento e Escolar) — Universidade de Brasília, Brasília, 2025.
Abstract:	This thesis stems from a clear observation: the Haitian educational system faces numerous human, structural, and institutional challenges that undermine the quality of education and pupils’ well-being. Based on this reality, the research investigates to what extent school psychology can serve as a pathway for educational and social transformation, drawing inspiration from international experiences, particularly those developed in Brazil. Adopting a qualitative, descriptive, and comparative approach, the information analysis followed an inductive process based on thematic content analysis, as outlined by Minayo (2001), allowing for the construction of categories based on participant’s discourse. Twelve semi-structured interviews were conducted with teachers and school psychologists from both countries to understand their perceptions of the contributions of school psychology in addressing challenges within schools across distinct contexts. The result highlight specific need in Haiti, persistent institutional barriers, but also a strong potential for school psychology to act from a prevent, educational, and inclusive perspective. The comparative analysis between the Haitian and Brazilian context identifies inspiring practices that may guide the contextualized development of school psychology in Haiti. While not aiming to provide immediate solutions, this study offers a foundation for reflection and opens perspectives for the progressive, realistic, and culturally relevant integration in Haiti. While not intended to provide immediate solutions, this study offers a foundation for reflection and opens perspectives for the progressive, realistic, and culturally relevant integration of school psychology into the Haitian educational landscape.Brazil is a country of continental dimensions marked by a racial, ethnic, religious and cultural plurality that materializes interculturalism as a phenomenon that portrays diversity in a broad and decolonial perspective that, in addition to recognizing diverse groups, promotes the development of subjects based on participation, protagonism, interlocution, exchange of knowledge and learning. The current migratory configuration, with the increase in immigrants and refugees, expands this scenario made up of blacks, quilombolas, indigenous people and whites. Believing that educational spaces are potential contexts for the development of consciousness and more complex psychological processes for all those involved, the thesis was defended that School Psychology should develop intentional actions in educational scenarios of interculturalism. It was believed that, given this historical, cultural, political and social context that has been made invisible and the scarcity of guidelines for psychological practice in educational institutions with cultural experiences, few professionals intentionally develop institutional actions focused on this theme. Based on this defense, this research aimed to investigate the role of School Psychology in intercultural scenarios present in Basic Education in the Federal District (DF). The theoretical contributions were Critical Psychology, Critical School Psychology and Cultural-Historical Psychology. The qualitative methodology guided the research, which involved ten school psychologists from the Specialized Learning Support Teams of the Federal District State Department of Education (EEAA/SEEDF), who worked in SEEDF basic education schools with interculturalism scenarios. The information was analyzed qualitatively in the light of cultural-historical psychology, considering the analysis of processes, based on the construction of axes of analysis and the production of senses and meanings. The results indicated a diversity in the research scenarios made up of whites, blacks, indigenous people, immigrants and refugees. The analysis of the interviews revealed three zones of meaning (ZS): Interculturalism as an innovative theme in the dialogue with School Psychology (ZS1); Theoretical foundations for working in School Psychology (ZS2); School Psychology practices in intercultural scenarios (ZS3). The researcher's intentional action in the process of investigating an innovative topic that is little debated in the field mobilized affections, knowledge sharing and dialogue with the participants, raising awareness of the relevance of the topic of interculturalism and prospecting actions within the scope of school psychology. A reduced understanding of interculturalism was observed, often linked to specific groups. Actions were identified, based on the proposal for institutional action, aimed at the interculturalism scenario; however, there was often no intentionality in the practices directed at the phenomenon; some were still of an individualizing and non-institutional nature, or directed at specific groups. The results also indicated the need to address the issue in initial and continuing training contexts. It was concluded that there is a need to build knowledge and practices that encourage interculturalism in educational environments, in addition to the multiculturalism that already exists. As a contribution to this research, a proposal for institutional action was developed for school psychologists, with a focus on intercultural scenarios.
Unidade Acadêmica:	Instituto de Psicologia (IP) Departamento de Psicologia Escolar e do Desenvolvimento (IP PED)
Informações adicionais:	Tese (doutorado) — Universidade de Brasília, Instituto de Psicologia, Departamento de Psicologia Escolar e do Desenvolvimento, Programa de Pós-Graduação em Psicologia do Desenvolvimento e Escolar, 2025.
Programa de pós-graduação:	Programa de Pós-Graduação em Psicologia do Desenvolvimento e Escolar
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.unb.br, www.ibict.br, www.ndltd.org sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra supracitada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq).
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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