The activities organization

As we mentioned in part two methodological procedures, all the meetings carried out were previously prepared, for the group of psychoeducational attention to the organization of the activities is fundamental. The school psychologist needs to plan the activities to provoke or develop the students’ psyche. We emphasize that the objective of the schooling process consists in forming theoretical thought, or that it is only possible through planned and organized action, with the intention of resulting in the appropriation of scientific knowledge (^{Saviani, 2011}).

In our practical planning, we consider a specific content for each meeting as a group of psychoeducational care and contemplate the following themes: what is the group of psychoeducational care and co-responsibility of two participants; role play with the school theme; the history of Mathematics; comic book about the history of Mathematics; classification two numbers; operating with numbers; values; concepts; logical sequence; logical reasoning; multiplication and division operations; problem-situations involving multiplication and division operations; self-awareness; individual psychological reassessment of two students who will participate in the psychoeducational care group; finalization of the psychoeducational care group and resumed the contents.

As far as form, after we conducted the interviews with the pedagogical counselors, the teachers and the countries, not first meeting with the students, in the psychoeducational care group, we made a presentation of the group's purpose and discussed its operation. This was fundamental to the organization.

In this session we also emphasize the objective of the group, so that they understand the reason for being there. We establish the rules in a collective way and build a chart, generating co-responsibility of two participants not complying with each one of them. Whenever an agreement was broken, we would return to the written rules in the letter. After that, some of the students began to resume the rules among themselves. In addition, in the second meeting we present a calendar with the data of the two meetings of the group and a clock as the start time of each one of them, so that they can be located on time.

We divided the meetings into three moments: initial conversation, directed activity and free activities. The initial conversation had the objective of getting to know the better life of two students, bringing them together and knowing how they were feeling during the two meetings. To mediate this conversation, we use emoji figures, which represent different emotions. We also have the objective of resuming as students the content they have not found before and maintaining a sequence in the teaching-learning process.

The directed activity has the purpose of transmitting the central content of the encounter, in order to promote the development of higher psychological functions. Finally, the free activity was aimed at leading the students to propose other activities than those directed, leading them in the process of selection and negotiation.

At the beginning of each meeting we highlight the objective of each activity, and this contributes so that the students organize themselves in the direction of their fulfillment and self-control of behavior. Knowing the objective of the activity, which is the answer to a need, generates reasons for learning.

In addition, we use different methodological resources, such as the role play game, the story telling with the use of figures and objects, the elaboration of history in comic books and games (logic blocks, challenge wheel, multiplication and division bingo, letter turns etc.). Also, we develop activities with golden material, with situation-problems, with existing words in the Portuguese language and invented words, with logical sequence, with presentation in front of the room (as if it was a short seminar), with the challenge of finding the seven errors, with a labyrinth, with word search and with mimicry. The use of different methodological resources and two different material resources to promote a better involvement of the students. As defended by ^{Asbahr (2016}), the initial students’ curiosity becomes motives for learning.

Each planning for the meetings as a group of psychoeducational assistance was carried out weekly, after an analysis of the development of the previous meeting and considerations about the potentialities, the difficulties and the mediations to which the students answered.

We understand that to adequately organize the teaching corresponding to the psychoeducational area, it is necessary to return to the origin of the process that led to the difficulties in the schooling process and then consider some central aspects. In this way: the content that will be worked; the form, or design, the methodology and the resources that will be used for the transmission of the content; and the recipient, no matter or someone to whom it will be transmitted or contained - as its potentialities, difficulties and to which types of mediation it responds (^{Martins, 2013}).

For Historical-Cultural Psychology, the development of upbringing is not natural, it is not biologically given, but it needs to be instigated. Likewise, when children enter school their psychological processes are not fully formed, it is the appropriation of two scientific knowledge that will promote this development. Vygotsky (2000) starts from the understanding that the psyche develops historically and it is not a biological process, but rather a historical-cultural one.

In this way, we identified that a very important element for psychologists who work in education needs to consider is the preparation and intentional organization of their work and this involves theoretical knowledge about the periodization of development and higher psychological functions.

Affection-cognition relation

At various times in the psychoeducational care group, some students demonstrated that they felt incapable of learning, and for so many times they tried to solve the proposed activities. To intervene in this situation, we propose, not first, the rule of “Don’t say: I don’t know”. Some of us agreed and we signed an agreement. This great help in their change of attitude and, consequently, influences their self-image, because they tried, they made mistakes, tried again and they went right, they perceived that they were capable of learning.

We realize that the students who studied in full term had contact with the same content in the late morning period, or that they generated a lack of interest in study activities. In addition, weigh in on them preconceptions built over the course of school failure, based on suspicions of developmental disorders.

These prejudices influenced learning. In the end, at seven years of age, some students are developing self-awareness and, many times, reproduce what they repeat, alleges ^{Luria (1990}). Low expectations about them permeate their relationship with the teaching-learning process, generating intense suffering and contributing to the construction of a negative self-image.

According to ^{Leontiev (2006}), the activity of study is the activity-guide in the psychological development of upbringing that is found in school life. According to the author, the activity is related to the place occupied by the upbringing and the specific social demands made to it, which cause significant changes in its psychic development. In this way, in each stage of development, a main activity will predominate, which, in the case of the children of the psychoeducational care group, is the study activity.

All activities are characterized by new interests and the psychologist needs to know the development of the activity to act in the activation of these interests, which only c Socially constructed, from the way the adult makes it possible to develop activities for upbringing, as stated by ^{Vygotsky (1984}).

Therefore, in the absence of interest, it may be related to the experiences of the students with little challenging activities or to the expectations in relation to the study activity that the family and the school build. In this way, or psychologist has to create needs that motivate someone to be interested in the proposed activities and must provide the concrete conditions for their effectiveness.

In addition to the generation of interests in the study activity, emotions, affections and feelings also need to be considered, considering that these interfere with the disposition of the subject for the study activity. For this reason, at the beginning of each meeting we asked how the students were feeling that day (using emoji figures in the mediation of the conversation). What affects and how it affects some movement-either or not in the direction of activity, and is related to the senses built in their life history from the mediations that are established (^{GOMES, 2014}).

Therefore, another fundamental theoretical-practical element for the psychologist's performance in the teaching-learning process to take place effectively is to consider the affective-cognitive relationship, according to ^{Gomes (2014}), the school subject needs to be shaved by scientific content. so that you can be interested in study activities.

The sense and meaning of the school and the development of the study activity

In the second meeting we carried out a parenting game with the “school” theme, but it was possible to perceive that the children did not have a clear meaning of the school and the function of the professionals and/or actors of the institution. The representation of the two fathers of the teacher, the student and the director, is due in the following way: Augusto, who was the teacher, left a student making a mess throughout the classroom and he was called the “cool” teacher by the students; Helena was a “nerd” (sic) student who made a mess during class and Alice was a director who did nothing.

We repeat the representation a second time, so that some of the students exchange parents, and this time it is done in the following way: Alice was a demanding teacher, who wrote no charts and asked for the students to copy or explain quickly, because she would go off ; Augusto was a director who scolded some of our students, because they were making a mess, and took them to his room, placed them seated, for punishment, without recreation and writing; and Helena was once again a “nerd” (sic) student who made a mess during the classroom.

After the game, we had a conversation with the students and it was possible to perceive appropriate meanings about the institution. When we asked about what the school represented for them, Helena told her that at the beginning of her school life she was very flat, because she was not “popular”, but now it has become legal, because she was “popular”. Immediately, she corrected and said that, in true, she was "flat and cool at the same time" (sic). She was flat when she didn't feel smart and capable of doing things. Alice and Augusto said that the school was only flat. André failed to find what was done or the role play game, but he did not find before, he had said that the school meant "nothing" to him. Camila missed our first meetings, that's why she didn't answer the question.

We realized that the meaning of school for Helena is more related to social aspects, being seen as a place for the development of friendships and popularity. Yes, for Alice and Augusto, the school is just a flat place, and for André “nothing”. We also analyzed that in the representation of Augusto in the role of director, he brought the children who were making a mess to his room, placed them sitting, as a punishment, without recreation and writing. For Augustus, the meaning of the written word was associated with a punishment.

Considering this fact, we highlight the importance of "punishments", with the intention of correcting more behaviors of the students in the classroom, not be associated with activities of reading, writing, mathematical operations or any other disciplines, so that they do not associate study activity to a punishment or something nasty. Furthermore, we emphasize that hardly the punishment does not consciously trace to the student the reason for which it should not have certain behaviors and does not have meaning for the study activity, which produces its deception and, consequently, new behaviors.

The appropriate senses by some of them about a certain phenomenon give rise to reasons for the activity, this is, move the action (^{LEONTIEV, 2006}). The adult needs to carry out intentional actions, in order to build the senses about the school and the study activity, he must explain the meaning of the learning of each content and to which need this learning responds.

In order to exemplify, we point out the case of Augusto who was in a period of accentuated crisis, because he had an aversion to writing activities. Subsequently, from the interventions in the psychoeducational care group, which demonstrated the written history, or the social significance of the activity and its necessity for life, Augusto attributed a new meaning to the writing, or what motivated him in the direction of this activity. It can be perceived in the eighth encounter, when he was spontaneously attached to the board to write a rule that he saw relevant to the group at that time.

Of course, we emphasize that the school psychologist needs to be clear about the function of the school in his interventions in the psychoeducational care group and also needs to understand the meanings that the students confer to the school, so that he can provide actions that we may attribute to the meaning of the school as an institution that enables their learning and their development.

Based on ^{Leontiev (1978}), the social meaning corresponds to the purpose of the socially fixed school, which we understand is configured in the transmission of the scientific knowledge, insofar as the personal meaning corresponds to the subjective understanding that someone attributes to the school, which is related to activity and consciousness. The personal sense must be identified as a social meaning, that is, or someone needs to understand that they go to school to learn.

The mediating resources use for the activities development

In the psychoeducational group we use resources of diverse natures: concrete (objects), representative (second-order psychological instruments, such as writing, figures, cliffs on paper, etc.) and verbal (word). We were doing it more complex the mediating resources presented (initially we placed concrete resources, then representative and, finally, verbal), with the objective of leading the students to the development of mental action (^{Galperin, 1959}).

By the way, we highlight the work with Mathematics carried out in the group, which was initiated with an activity of telling the history of Mathematics, using figures (which continue at the dinner tables of history) and objects (world map, terrestrial globe, stone, rope, bone, ruler, measuring tape, carpenter's meter, gold material and egg carton).

As the story was being told, we were showing the figures and objects. We explain the concepts of units, tens, hundred, thousand and two (represented in the box of eggs), and we ask that some of them represent these concepts using golden material. The figures, or world map, or terrestrial globe, or golden material and the measurement systems are mediating resources of a representative nature, while the other objects are from concrete nature.

We used the two levels of mediating resources (concrete and representative), considering the difficulties of the two participants with Mathematics and the different levels of students’ mental activity training. Both resources are constituted as signs in the regulation of the attention of two students and as mnemonic signs. In the story telling, the students remained attentive all the time, and he did not find the next one to remember the story and be able to elaborate a story in a comic book telling the story of Mathematics.

Subsequently, we found ourselves in which we carry out operations activities with numbers (sum, subtraction, multiplication and division), we use three levels of mediating resources (concrete, representative and verbal), considering the process of formation of the student's mental action. By way of example, we explain how we use mediating resources in mathematical operations according to the potentialities and difficulties of each student.

Augusto showed that he was able to perform mental operations of sum and subtraction, so that the mediation that we performed these operations was only verbal. In the operations of multiplication and division, which still have not been worked on in their series (Augusto was the only one of the group that was in the 2nd year), we initially used mediating resources of a concrete nature (logic blocks). Meanwhile, Augusto demonstrated facilities with the operations, for this reason we use mediating resources of a representative nature (non-paper cliffs) and he was able to carry out the operations.

André performed the operations of soma, subtraction and multiplication mentally, for this reason we only use verbal mediation. In the division operation, which proved to be more difficult to understand, it was necessary to use mediating resources of a representative nature (non-paper cliffs).

Helena was confused between soma and subtraction, multiplication and division, for this reason, we initially used mediating resources of a concrete nature (logical blocks). Meanwhile, when we noticed that she managed to solve the operations with ease, we opted to use mediating resources of a representative nature (non-paper cliffs), and she I was able to perform all the operations.

We still tried to carry out only verbal mediations on the sum and subtraction operations, but Helena was unable to resolve, so we continued with the representative mediations. However, in our last meetings Helena was challenging herself to carry out the operations mentally, or what she was able to perceive when she said: “more with the trace is easy, I know, the teacher said that I need to think” (sic).

Initially, Camila did not recognize the numbers, but she also did not know how to operate with them. For this reason, we carried out an intense mediation from the first meetings, in which we worked on mathematical concepts prior to the number. Camila liked much of the golden material, therefore we use it as a mediating resource of a concrete nature. In the run the encounters, the sum and subtraction operations advanced and we used mediating resources of a representative nature (non-paper cliffs) and she managed to resolve the operations. However, Camila remains with difficulties in the operations of multiplication and division, therefore, for these operations we continue to use mediating resources of a concrete nature at the end.

Alice was able to carry out all the operations mentally, because of the mediations that we performed with her as soon as you could speak. The mediating resources will be constituted as signs for the formation of mental action.

The psychoeducational care group is fundamental to the intervention of the psychologist in the development of the potentialities of the students, because, when acting in the proximal development zone, Vygotsky (1995) affirms that the psychological functions that are in development are mobilized. In this way, we observe the overcoming of their scholastic difficulties. The intervention may occur through the use of falsehood or the interposition of other mediating resources that act without external control of the students’ behavior.

In order to exemplify, we cite when we asked what the students were reminded about or found earlier, what knowledge they had about a theme (in order to split two spontaneous concepts in the direction of scientific concepts), when we directed two students' attention to the activity, when We asked questions aiming to help the difficulties that we were having in relation to the activity, when we corrected the errors, when we mediated the resolution of conflicts among the students.

The psychologist and the teacher, to intervene in the work with children with difficulties in the schooling process, can help them in the appropriation of two signs, leading them to overcome or that is in the level of real development, investing in the area of close development, which, according to Vygotsky (2005, p. 37), means “[...] to determine the future steps and the dynamics of its development, and to examine not only what development has produced, but what will produce the process of maturation ”.

For this reason, the importance of the work in the area of proximate development, whose focus is not lacking, but not that it is in the process of developing, this is, or potential development. Furthermore, ^{Asbahr (2011}, 2016) affirms the importance of working with the area of close development of upbringing, aiming to promote or develop higher psychological functions and study activities.

The mediation, which occurs from the internalization of two material and psychological instruments⁶, causes the development of higher psychological functions. He is the adult who shows the signs and his social function primarily as an interpsychic activity. After these instruments and signs began to act as mediators in the relation between children and reality, helping in the resolution of activities, not directly, but mediated.

The inter functional relation of higher psychological functions and the role of writing and mathematics

Some activities were permeated by using written records and by the activities proposal linked to the concepts developed in the discipline of Mathematics. In general, we observe that the mediating resources mobilize various higher psychological functions simultaneously, this is, perception, voluntary attention, logical memory and the capacity for abstraction and generalization in both students. We emphasize that the activities and mediations carried out in the psychoeducational care group need to consider the inter functional way of the higher psychological functions, or rather, the objective of promoting or developing the higher psychological functions as a whole, and not focus on one or another function. By way of example, we cite some of the activities that we carry out in the psychoeducational care group.

We played two games in the activities in which we worked with the concept of classification. First of all, we make thirty figures available and we ask them separate into groups and as names. This game required the mediated perception of each figure, voluntary attention to the game, knowledge of concepts (vocabulary) and the ability to make generalizations.

The second game we played was dominoes with logical blocks. We equally divide the pieces among the participants and then the first player starts the game, choosing a piece and verbalizing its characteristics (color, geometric shape, size and thickness). The second player plays a game that matches some of the characteristics of the previous game, and so on.

This game required mediated perception of the characteristics of each piece, voluntary attention to the piece placed by the previous player and the abstraction capacity of the characteristics of the pieces, in order to select a correct piece to play. We emphasize that in these games we need to carry out mediation by means of the verbal sign, or sign, by language. ^{Luria (1991}) explains that language allows duplicating the perceptive world, therefore, through the word mediation, the child was able to isolate the individual elements, surpassing the natural structure of the perceptive field. In this way, the word led children to abstraction and generalization.

The activities in which we work with logical reasoning (playing two seven wrongs, labyrinth and word hunting), logical sequence and operation with numbers, also mobilize various psychological functions, such as mediated perception, voluntary attention, abstraction and generalization (involving mathematical concepts and the rules of mathematical operations), voluntary and self-control of behavior. These language activities were mediating, helping to conceive and construct abstract thought through words (Martins, 2011).

In all the encounters, the children make a record using writing, because, as a sign, it interferes with the development of higher psychological functions, such as active memory and voluntary attention. As Vygotsky (1993) affirms, in school the writing and reading activities demand from the child an improvement, because the teaching of written language and reading causes the development of higher psychological functions. Similarly, Mathematics also contributed to the development of higher psychological functions and the formation of mental actions (^{Galperin, 1959}). The realization of two mathematical records produces changes in the child's psyche (^{Fiorentini, 1995}).

Vygotsky (1995) points out that either the use of two mediating resources broadens the action of the subject on the world, in case of the technical instruments, or on his own behavior, in the case of the signs.

Understanding the inter functional way of higher psychological functions and the role of writing and mathematics in the enhancement of these functions is a fundamental element for the performance of the school psychologist in front of a students’ group with difficulties in the schooling process.

The importance of collective work at school to overcome the schooling process difficulties

In our work as the students, we held conversations with the teacher of the Pedagogical Support Room. In conversations, the psychologists will present the themes at two meetings held as a psychoeducational care group, discuss some strategies used, such as role play games, explaining the importance of these activities in the period of development in which the children find themselves, such as objective of leading the child to the period following the study activity. In addition, they will highlight the potentialities and difficulties of the students, as well as the measures carried out to overcome these difficulties.

The teacher of the Pedagogical Support Room also shared experiences lived with the students, commented on the difficulties of them and the mediations carried out by her and explained the reality of pedagogical work, such as when she commented about the difficulty of continuing the work when the students were absent.

We were also held conversations with the regent teachers, according to their availability, before finishing we met for an evaluation of two teachers after one of them started the psychoeducational care group.

In this sense, we find that the Psychology professional who works in the school needs to be close to the teachers and the pedagogical team, in order to develop a collective work for the student's learning.

As we have seen, the educational work enables the development of the psyche of two subjects in the school through the mediation of two scientific knowledge (^{Saviani, 2011}), and this work is extremely complex. Considering this complexity, we understand that collective work among teachers, psychologists and other educational professionals is necessary to achieve this goal (^{Marsiglia & Saccomani, 2016}).

The importance of the relationship between school and family

The involvement of the family in the work carried out was also very important. The relation between the family and the school is fundamental for the development of the student's psyche, considering that the family is the first and foremost, not the one from which the child is inserted and begins to be educated (^{Leontiev, 1978}). In working with the family, it is possible to obtain important information about the life history and the process of schooling of the upbringing, and it is possible to guide the family in relation to the difficulties in the schooling process. In our community, we walk in the direction of looking for job alternatives in the school with a view to appropriating two skills for the students.