<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100286</article-id>
<article-id pub-id-type="doi">10.5902/1984644469881</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação em psicologia para atuar nas escolas]]></article-title>
<article-title xml:lang="en"><![CDATA[Training in psychology to work in education]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación en psicología para actuar en las escuelas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Facci]]></surname>
<given-names><![CDATA[Marilda Gonçalves Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barreto]]></surname>
<given-names><![CDATA[Maria da Apresentação]]></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[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100286&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100286&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100286&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esse estudo se materializa no momento da aprovação da lei que prevê a prestação de serviços de psicologia e serviço social no âmbito do ensino básico. O processo para que o projeto de lei tramitasse demorou quase duas décadas, e, agora aprovado, além de garantir a presença, precisamos aprimorar a formação dos psicólogos. Entrevistamos professores do ensino superior que trabalham como formadores em Cursos de Psicologia em quatro Instituições de Ensino Superior no estado do Rio Grande do Norte. Objetivamos investigar a formação para atuar no campo da psicologia escolar e educacional. Uma investigação qualitativa com estudo teórico e empírico balizado pela Psicologia Histórico Cultural. Os dados foram agrupados em três categorias: na categoria sobre a formação observou-se um direcionamento dos cursos para ênfases clínicas; na categoria dos principais conteúdos evidenciou-se a falta de parâmetros para formar o psicólogo escolar; e quanto aos desafios sobressaiu a urgência de ampliarmos o diálogo entre a políticas educacionais e as políticas de formação. A pesquisa suscitou necessidade de promovermos rupturas no que vem sendo produzido a fim de melhor contribuir com os processos de escolarização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study materializes at the time of approval of the law that provides for the provision of psychology and social services within the scope of basic education. The process for the bill to pass through took almost two decades, and now approved, in addition to guaranteeing attendance, we need to improve the training of psychologists. We interviewed higher education professors who work as trainers in Psychology Courses in four Higher Education Institutions in the state of Rio Grande do Norte. We aim to investigate the training to work in the field of school and educational psychology. A qualitative investigation with theoretical and empirical study based on Historical-Cultural Psychology. Data were grouped into three categories: in the training category, courses were directed towards clinical emphases; in the main content category, the lack of parameters to train the school psychologist was evident; and regarding the challenges, the urgency of expanding the dialogue between educational policies and training policies stood out. The research raised the need to promote ruptures in what has been produced in order to better contribute to the schooling processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Ese estudio se materializa en el momento de la aprobación de la ley que predice la prestación de servicios de psicología y servicio social en el ámbito de la enseñanza básica. El proceso para que el proyecto de ley tramitara se tardó casi dos décadas, y, ahora aprobado, además de garantizar la presencia, necesitamos perfeccionar la formación de los psicólogos. Entrevistamos profesores de la enseñanza universitaria que trabajen como formadores en Cursos de Psicología em cuatro Instituciones de Enseñanza Universitaria en el estado de Rio Grande do Norte. Objetivamos investigar la formación para actuar en el campo de la psicología escolar y educacional.Una investigación cualitativa con estudio teórico y empírico balizado por la Psicología Histórico Cultural. Los datos se agruparon en tres categorías: en la categoría sobre la formación se observó un direccionamiento de los cursos para énfasis clínicas; en la categoría de los principales contenidos se evidenció la falta de parámetros para formar el psicólogo escolar;y sobre a los desafíos sobresalió la urgencia de ampliar el diálogo entre las políticas educacionales y las políticas de formación. La investigación suscitó la necesidad de promoverse rupturas en lo que viene siendo producido a fin de mejor contribuir con los procesos de escolarización.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação em psicologia]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia escolar e educacional]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia histórico-cultural]]></kwd>
<kwd lng="en"><![CDATA[Training in psychology]]></kwd>
<kwd lng="en"><![CDATA[School and educational psychology]]></kwd>
<kwd lng="en"><![CDATA[Cultural-historical psychology]]></kwd>
<kwd lng="es"><![CDATA[Formación en psicología]]></kwd>
<kwd lng="es"><![CDATA[Psicología escolar y educacional]]></kwd>
<kwd lng="es"><![CDATA[Psicología histórico-cultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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