<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000100204</article-id>
<article-id pub-id-type="doi">10.14393/obv6n1.a2022-64385</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As queixas escolares: análises a partir da Psicologia Histórico-Cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[School complaints: analyzes from Historical-Cultural Psychology]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leonardo]]></surname>
<given-names><![CDATA[Nilza Sanches Tessaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[Zaira Fátima de Rezende Gonzalez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossato]]></surname>
<given-names><![CDATA[Solange Pereira Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Ao nos voltarmos para a escola e as relações estabelecidas na mesma, encontramos as queixas escolares, em que comumente nossos alunos e alunas são colocados ao centro dos problemas e de suas soluções, de forma a isolá-los de todo o contingente avassalador de prejuízos que a própria história de precarização do sistema de ensino tem produzido. A partir dessa constatação, busca-se com esse texto de cunho teórico, realizar uma discussão e reflexão sobre as queixas escolares, trazendo a Psicologia Histórico-Cultural e seus pressupostos como contraposição ao cenário medicalizante e a visão hegemônica acerca do processo de escolarização e daquilo que se transforma em queixa escolar. Constatamos que a história de lutas implicadas principalmente a partir da década de 1980, ainda não se consolidou de fato, nas diferentes realidades do ensino, de modo a romper com o processo de individualização, de patologização, e alavancar o curso de resoluções no âmbito político, social, que conduzam a organização de um ensino que seja sistematizado e intencional, com finalidade desenvolvimentista. Destarte, defendemos uma análise e intervenção da pedagogia e da psicologia escolar e educacional, com conhecimentos técnicos-científicos que sustentem uma atuação potencializadora, que contribua para desenvolver na criança as características humanas formadas historicamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT When we turn to the school and the relationships established in it, we find school complaints, in which our students are commonly placed at the center of problems and their solutions, in order to isolate them from the entire overwhelming contingent of losses that the very history of the precariousness of the education system has produced. Based on this finding, this theoretical text seeks to conduct a discussion and reflection on school complaints, bringing Historical-Cultural Psychology and its assumptions as a counterpoint to the medicalizing scenario and the hegemonic view of the schooling process and that which turns into a school complaint. We found that the history of struggles involved, mainly from the 1980s onwards, has not yet been consolidated in fact, in the different realities of teaching, in order to break with the process of individualization, pathologization, and leverage the course of resolutions in the political sphere, social, that lead to the organization of a teaching that is systematized and intentional, with a developmental purpose. Thus, we defend an analysis and intervention of pedagogy and school and educational psychology, with technical-scientific knowledge that sustain an empowering action, which contributes to developing the human characteristics historically formed in children.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Queixa escolar]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem e Desenvolvimento]]></kwd>
<kwd lng="en"><![CDATA[School complaint]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Psychology]]></kwd>
<kwd lng="en"><![CDATA[Learning and Development]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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