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Psicólogos/as escolares como líderes em contexto educativo : perspetivas e conceções pessoais
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Resumo(s)
A relevância da intervenção dos psicólogos/as em contextos educativos, como é o caso do contexto escolar, é amplamente reconhecida nacionalmente e internacionalmente. A consciencialização crescente da necessidade de se ampliarem os serviços de psicologia no contexto escolar a toda a comunidade e a públicos específicos, a par das mudanças sociais e políticas com impacto na educação, colocam desafios diversos à ação dos psicólogos neste contexto. Por exemplo, os psicólogos escolares têm sido desafiados a desenvolver e coordenar ações, atividades e projetos bem como a assessorar profissionais e equipas nas escolas e na comunidade escolar, tendo em vista a mudança individual, organizacional e comunitária. Por conseguinte, assumem frequentemente funções de liderança nas escolas, ainda que este papel não seja sempre identificado ou reconhecido. A literatura científica acerca das práticas de liderança dos psicólogos escolares, em especial no contexto português, é parca. O presente estudo teve como principal objetivo descrever as práticas de liderança adotadas por psicólogos nas escolas portuguesas. Procurou-se compreender junto de 3 psicólogas escolares as suas visões e conceções sobre este tema, explorando as suas práticas relacionadas com liderança em contexto escolar, que características devem estar associadas a um psicólogo que constitua como líder e que resultados e desafios advêm deste exercício. Foram realizadas entrevistas semiestruturadas com as participantes. Foram identificadas práticas, competências, condições, desafios e resultados percebidos da liderança de psicólogas escolares. Os resultados obtidos permitem inferir sobre um conjunto de práticas e características que suportam o exercício da função de psicólogo como líder em contexto escolar, onde se pode salientar a colaboração com outros elementos do sistema escolar e capacidade de resolução de problemas, bem como resultados e desafios associados a esta prática. Estes resultados permitem retirar algumas implicações para a prática, como por exemplo, a necessidade de oferta de formação específica em liderança para psicólogos escolares.
The relevance of psychologists’ intervention in educational contexts, such as schools, is widely recognized nationally and internationally. The growing awareness of the need to expand psychology services in schools to the entire community and to specific audiences, together with social and political changes that impact education, pose several challenges to the work of psychologists in this context. For example, school psychologists have been challenged to develop and coordinate actions, activities and projects, as well as to advise professionals and teams in schools and the school community, with a view to individual, organizational and community change. Consequently, they often assume leadership roles in schools, although this role is not always identified or recognized. The scientific literature on the leadership practices of school psychologists, especially in the Portuguese context, is scarce. The main objective of this study was to describe the leadership practices adopted by psychologists in Portuguese schools. We sought to understand the views and conceptions of three school psychologists on this topic, exploring their practices related to leadership in a school context, what characteristics should be associated with a psychologist who acts as a leader and what results and challenges arise from this exercise. Semi-structured interviews were conducted with the participants. Practices, skills, conditions, challenges and perceived results of the leadership of school psychologists were identified. The results obtained allow us to infer a set of practices and characteristics thar support the psychologist’s role as a leader in the school context, highlighting collaboration other elements of the school system and problem-solving abilities, as well as the outcomes and challenges associated with this practice. These results allow for some implications for practice, such as the need to offer specific training in leadership for school psychologists.
The relevance of psychologists’ intervention in educational contexts, such as schools, is widely recognized nationally and internationally. The growing awareness of the need to expand psychology services in schools to the entire community and to specific audiences, together with social and political changes that impact education, pose several challenges to the work of psychologists in this context. For example, school psychologists have been challenged to develop and coordinate actions, activities and projects, as well as to advise professionals and teams in schools and the school community, with a view to individual, organizational and community change. Consequently, they often assume leadership roles in schools, although this role is not always identified or recognized. The scientific literature on the leadership practices of school psychologists, especially in the Portuguese context, is scarce. The main objective of this study was to describe the leadership practices adopted by psychologists in Portuguese schools. We sought to understand the views and conceptions of three school psychologists on this topic, exploring their practices related to leadership in a school context, what characteristics should be associated with a psychologist who acts as a leader and what results and challenges arise from this exercise. Semi-structured interviews were conducted with the participants. Practices, skills, conditions, challenges and perceived results of the leadership of school psychologists were identified. The results obtained allow us to infer a set of practices and characteristics thar support the psychologist’s role as a leader in the school context, highlighting collaboration other elements of the school system and problem-solving abilities, as well as the outcomes and challenges associated with this practice. These results allow for some implications for practice, such as the need to offer specific training in leadership for school psychologists.
Descrição
Palavras-chave
Psicologia escolar Liderança Contexto educativo School psychology Leadership Educational context
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC