<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202020000200085</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2020i51p85-96</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PROMOÇÃO E PREVENÇÃO EM SAÚDE MENTAL NA INFÂNCIA: IMPLICAÇÕES EDUCACIONAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[Promotion and Prevention in Child Mental Health: Educational Implications]]></article-title>
<article-title xml:lang="es"><![CDATA[Promoción y Prevención en Salud Mental en la Infancia: Implicaciones educacionales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Faria]]></surname>
<given-names><![CDATA[Nicole Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Marisa Cosenza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<numero>51</numero>
<fpage>85</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202020000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202020000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202020000200085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos últimos anos, um novo paradigma em saúde mental vem se consolidando, impulsionado por novas formas de compreender e intervir sobre os processos de saúde. Uma perspectiva mais abrangente, contextualizada e focada nos processos de saúde ganha força, em detrimento de uma abordagem reducionista, institucionalizante e que enfatizava a doença. Nesse contexto, as práticas de promoção e prevenção em saúde mental ganham espaço, as quais objetivam potencializar a saúde psicológica e evitar o surgimento de problemas a ela associados. Assim, este trabalho pretendeu discutir quais as implicações educacionais deste novo paradigma no que diz respeito à saúde mental de crianças e adolescentes. Inicialmente, traça-se um histórico da atenção à saúde mental infantil no Brasil, evidenciando um longo período de descaso e marginalização em relação a essa população. Posteriormente, são discutidos os pressupostos que fundamentam as ações de promoção e prevenção em saúde mental e o papel da escola nesses processos. Finalmente, são discutidos alguns estudos de revisão sobre a implementação de programas de prevenção e promoção em contexto escolar. Acredita-se que a construção de estratégias destinadas à promoção de saúde mental configura-se como um desafio atual, sobretudo, no contexto educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, a new mental health paradigm has been consolidating, driven by new ways of understanding and intervening in health processes. A more comprehensive, contextualized, and focused on health process perspective gains strength, instead of a reductionist, institutionalizing one that emphasized the disease. In this context, mental health promotion and prevention practices gain space, which aim, respectively, to enhance psychological health and avoid the emergence of problems associated with it. Thus, this paper intends to discuss the educational implications of this new paradigm regarding the mental health of children and adolescents. Initially, a history of childhood mental health care in Brazil is drawn, evidencing a long period of neglect and marginalization in relation to this population. Subsequently, the assumptions underlying the actions of promotion and prevention in mental health and the role of the school in these processes are discussed. Finally, some review studies on prevention and promotion implementation programs in the school context are discussed. It is believed that the construction of strategies aimed at the promotion of mental health is a current challenge, especially in the educational context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años, un nuevo paradigma en salud mental se viene consolidando, impulsado por nuevas formas de comprender e intervenir sobre los procesos de salud. Una perspectiva más amplia, contextualizada y enfocada en los procesos de salud gana fuerza, en detrimento de un enfoque reduccionista, institucionalizante y que enfatizaba la enfermedad. En este contexto, las prácticas de promoción y prevención en salud mental ganan espacio, las cuales objetivan, respectivamente, potenciar la salud psicológica y evitar el surgimiento de problemas asociados a ella. Así, este trabajo pretende discutir cuáles son las implicaciones educativas de este nuevo paradigma en lo que se refiere a la salud mental de niños y adolescentes. Inicialmente, se traza un histórico de la atención a la salud mental infantil en Brasil, evidenciando un largo período de descaso y marginación en relación a esa población. Posteriormente, se discuten los supuestos que fundamentan las acciones de promoción y prevención en salud mental y el papel de la escuela en esos procesos. Finalmente, se discuten algunos estudios de revisión sobre la implementación de programas de prevención y promoción en contexto escolar. Se cree que la construcción de estrategias destinadas a la promoción de la salud mental se configura como un desafío actual, sobre todo, en el contexto educativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[Promoção de saúde]]></kwd>
<kwd lng="pt"><![CDATA[Saúde escolar]]></kwd>
<kwd lng="en"><![CDATA[Mental health]]></kwd>
<kwd lng="en"><![CDATA[Health promotion]]></kwd>
<kwd lng="en"><![CDATA[Schoolar health]]></kwd>
<kwd lng="es"><![CDATA[Salud mental]]></kwd>
<kwd lng="es"><![CDATA[Promoción de salud]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
</kwd-group>
</article-meta>
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