Main Article Content
The Educational Counselor is one of the professionals in the school management team. His role is to be the relation mediator in the school. He is the one who enables the creation of spaces for dialogue and listening among those involved in the school community. The objective of the present research is to investigate the formation and performance of the Educational Counselor at an interdisciplinary perspective. Nine educational counselor were interviewed and, in order to analyze the produced data, we have used content analysis. The results have pointed out different conceptions of education brought by the participants. They have stressed the importance of training in psychology, in addition to the experience acquired in daily work, with no consensus regarding the role of the educational counselor to the school staff. It was certified not only the importance of working with families, but also the usage of an adequate language to reach the school community. Regarding the knowledge needed to be an educational counselor, they have indicated: analytical listening, institutional analysis, and human development, skills and abilities that are part of the psychologist’s training. New studies should be developed on the work of the educational counselor, as well as a militancy for a public education policy that makes possible the insertion of this indispensable professional in all the schools of the country.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
ALMEIDA, L. C; BETINI, G. A. Research on the school and its surroundings: Bibliographic study of national productions (in Portuguese). Revista de Educação Pública, Cuiabá, v. 24, n. 55, p. 33-56, 2015.
ALVES, M. T. G. e FRANCO, C. The research on school effectiveness in Brazil: evidence on the effect of schools and factors associated with school effectiveness (in Portuguese). In: BROOKE, N; SOARES, J. F. (Orgs.) Research on school effectiveness: origin and trajectories. (in Portuguese). Belo Horizonte: Editora UFMG, 2008.
BARDIN, L. Content analysis (in Portuguese). Lisboa: Edições 70, 2009.
BENJAMIN, W. The storyteller. (in Portuguese). In Obras escolhidas. São Paulo: Brasiliense 3ª Edição, 1987.
BRANDÃO, C.R. What is Education? (in Portuguese). São Paulo: Brasiliense, 2007.
CALADO, V. A. Internship in school and educational psychology: a rupture with the medicalization of education. (in Portuguese) Psicol. Esc. Educ., Maringá, v.18, n. 3, p.567-569, 2014.
CHRISTOFARI, A. C.; FREITAS, C. R.; BAPTISTA, C. R. Medicalization of Ways of Being and Learning. (in Portuguese) Educação Real. Porto Alegre, v.40, n. 4, p.1079-1102, 2015.
COSTA, B. B. Paulo Freire: educator-thinker of liberation. (in Portuguese) Pro-Posições, Campinas, v. 27, n. 1, p. 93-110, 2016
FILHO, L. M.F. To understand the school-family relationship: a contribution to the history of education. (in Portuguese) São Paulo Perspectiva. São Paulo, v.14, n. 2, p. 44-50, 2000.
FREIRE, P.Letter from Paulo Freire to teachers. (in Portuguese) Estudos de Avaliação. São Paulo, v. 15, n. 42, p. 259-268, 2001.
FREIRE, P. Pedagogy of hope - a re-encounter with the pedagogy of the oppressed (in Portuguese) Rio de Janeiro: Paz e Terra, 1992.
LABADESSA, V. M; LIMA, V. A. A. School complaint: repercussions in the school from the psychological attention. (in Portuguese) Psicologia Escolar Educacional, Maringá, v. 21, n.3, p. 369-377, 2017.
LANE, S. Language, thought, and social representations. (in Portuguese) In: Psicologia Social: o homem em movimento. São Paulo, Brasiliense, 2012.
LIBÂNEO, J. C. School education, policies, structures and organization (in Portuguese) 2 ed. SP: Cortez, 2005.
MACHADO, A. M. Psychological evaluation in education: necessary changes. (in Portuguese) IN E. R. Tanamachi, M. PrEAnça, & M. L. Rocha. (Orgs.), Psychology and education: theoretical-practical challenges (in Portuguese) São Paulo: Casa do Psicólogo: 2000, p.143-168.
MARCUSE, H. Ideology of the Industrial Society: the one-dimensional man (in Portuguese) Rio de Janeiro: Zahar, 1982.
MINAYO, M.C.S. The challenge of knowledge: qualitative research in health(in Portuguese) São Paulo: Hucitec, 2007.
MOYSÉS, M. A. A.; COLLARES, C. A. L. Dyslexia and ADHD: an analysis from medical science. (in Portuguese) In: CONSELHO REGIONAL DE PSICOLOGIA DE SÃO PAULO (Org.).Medicalization of Children and Adolescents: conflicts silenced by reducing social issues to diseases of individuals (in Portuguese) São Paulo: Casa do Psicólogo, 2010. p. 71-110.
OLIVEIRA, A. C. P.; WALDHELM, A. P. S. Principal’s leadership, school atmosphere, and student performance: what is the relationship? Essay: Public Educational Policy Evaluation (in Portuguese) Rio de Janeiro, v. 24, n. 93, p. 824-844, 2016.
PASCOAL, M.; HONORATO, E. C.; ALBUQUERQUE, F. A. The educational advisor in Brazil. (in Portuguese) Educação em Revista, Belo Horizonte, n. 47, p. 101-120, 2008.
PATTO, M. H. S. "Full schools, empty chains" - Note on the ideological roots of Brazilian educational thinking. (in Portuguese) Estudos Avançados, v.21, n.61, p. 243-266, 2000.
SOARES, J. F. Improvement of the cognitive performance of Elementary School students. (in Portuguese) Cadernos de Pesquisa, v. 37, n. 130, p. 135-60, 2007.
SOUZA, M. P. R. School and Educational Psychology in search of new perspectives. (in Portuguese) Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), v.13, n.1, p.179-182, 2009.
SOUZA, M. P. R. Records revealing the backstage of psychological attention to the school complaint. (in Portuguese) Estilos da Clínica. V.10, n.18, p. 87-107, 2005.