Psicologia Escolar e Educacional e práticas intersetoriais: a atuação de psicólogas(os) escolares na rede estadual de ensino do Tocantins

Abstract

This research analyzed the intersectoral practices developed by psychologists working in public schools within the Tocantins state education system, seeking to understand how these professionals articulate their actions with other public policies, especially in the areas of health and social assistance, considering the approval of Law No. 13.935/2019, which legitimizes the presence of Psychology in basic education, and Law No. 14.819/2024, which reinforces the need for continuous and integrated psychosocial support within the school environment. The project was linked to a macro project that integrates with a matrix research on the performance of school psychologists in Latin America. A qualitative, descriptive-analytical field research was conducted, developed through semi-structured interviews carried out virtually, based on a theoretical framework grounded in the dialogue between critically oriented School and Educational Psychology and Public Policies in Education, Health, and Social Assistance. The data analysis was conducted using the Thematic Analysis (TA) method, from which three central thematic axes were constructed, guided by the research objectives and the recurrence of discourses, namely: (1) Intersectoral practices developed in daily school life; (2) Challenges and limits of intersectorality in the performance of School Psychology; and (3) Contributions of School and Educational Psychology to expanded care and integrated practices. The results indicate intersectorality as an integral part of the performance of School Psychology in the Tocantins context, even though it is affected by limitations related to working conditions and the organization of public policies in the territory. They also point to the need to broaden the scope of analysis and intervention in School Psychology, beyond the historical focus on school failure and its consequences, given the complexity of the demands that reach the school, which has required an articulated, preventive, and intersectoral approach. It was also found that there is a need for advancements in the training of psychologists to enable them to handle complex situations that extend beyond the strictly pedagogical field. Therefore, it is hoped that the results of this research will contribute to strengthening School and Educational Psychology as a field committed to promoting learning, well-being, and the quality of public education.