<?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>S2175-35202025000100080</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2025i58p80-89</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FAZER CRÍTICA A &#8220;PÉS DESCALÇOS&#8221;: APROXIMAÇÕES ENTRE PSICOLOGIA ESCOLAR E PAULO FREIRE]]></article-title>
<article-title xml:lang="en"><![CDATA[Making the Critique with "Barefoot": Approximations between School Psychology and Paulo Freire]]></article-title>
<article-title xml:lang="es"><![CDATA[Hacer Crítica a "Pies Descalzos": Enfoques entre la Psicología Escolar y Paulo Freire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damasceno]]></surname>
<given-names><![CDATA[Roniel Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Negreiros]]></surname>
<given-names><![CDATA[Fauston]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Delta do Parnaíba  ]]></institution>
<addr-line><![CDATA[Parnaíba PI]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<numero>58</numero>
<fpage>80</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202025000100080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202025000100080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202025000100080&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente texto, num formato de ensaio teórico, realiza um retorno às proposições conceituais de Paulo Freire acerca do pensamento crítico na educação, recuperando deste elementos teóricos que possam contribuir para o desenvolvimento da tarefa complexa de situar criticamente a prática da psicologia na realidade escolar brasileira. Inicialmente, questiona-se de que modo o pensamento crítico conduzido historicamente no interior do campo da psicologia escolar e educacional pode engajar-se autenticamente com a realidade popular das escolas, movimentando uma prática crítica como instrumento ético e técnico de libertação dos sujeitos da educação de condições de opressão dentro e fora das instituições de ensino. A discussão apresenta como horizonte teórico uma práxis crítica da libertação que tenha como ponto de partida a concepção de que a compreensão de mundo dos sujeitos refere-se, diretamente, à materialidade concreta do seu existir cotidiano e constitui-se, histórica e socialmente, por meio de ações coletivas e práticas discursivas que dão sentido e significado à vida cotidiana nas escolas. Para isso, as(os) psicólogas(os) necessitam conduzir-se pela problematização da realidade escolar, pela investigação das particularidades locais e inserir-se criticamente em diálogo com os indivíduos e grupos escolares, buscando em ambos as forças transformadoras de sua práxis crítica. Por fim, destaca-se a importância do pensamento crítico em psicologia escolar assumir os aspectos de uma pedagogia do(a) oprimido(a), autenticada em diálogo com ele(a), como sujeitos e coletivos, na luta histórica e amorosa de recuperação da sua humanidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text, in the form of a theoretical essay, takes up Paulo Freire's conceptual propositions about critical thinking in education, recovering theoretical elements that can contribute to the development of the complex task of critically situating the practice of psychology in the Brazilian school reality. Initially, the question arises as to how critical thinking, historically conducted in the field of school and educational psychology, can authentically engage with the popular reality of schools, promoting critical practice as an ethical and technical instrument of liberation of educational subjects from the conditions of oppression inside and outside educational institutions. The theoretical horizon of the discussion is a critical praxis of liberation that takes as its starting point the conception that the understanding of the world by the subjects refers directly to the concrete materiality of their daily existence and is constituted, historically and socially, through collective actions and discursive practices that give meaning and significance to everyday life in schools. To this end, psychologists need to problematize school reality, investigate local particularities and critically dialogue with individuals and school groups, seeking in them the transforming forces of their critical praxis. Finally, we emphasize the importance of critical thinking in school psychology, assuming the aspects of a pedagogy of the oppressed, authenticated in dialogue with the oppressed, as subject and collective, in the historical and loving struggle to recover their humanity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto, en forma de ensayo teórico, retoma las proposiciones conceptuales de Paulo Freire acerca del pensamiento crítico en educación, recuperando elementos teóricos que puedan contribuir al desarrollo de la compleja tarea de situar críticamente la práctica de la psicología en la realidad escolar brasileña. Inicialmente, surge la cuestión de cómo el pensamiento crítico, históricamente conducido en el campo de la psicología escolar y educacional, puede involucrarse auténticamente con la realidad popular de las escuelas, promoviendo la práctica crítica como instrumento ético y técnico de liberación de los sujetos educativos de las condiciones de opresión dentro y fuera de las instituciones educativas. El horizonte teórico de la discusión es una praxis crítica de liberación que toma como punto de partida la concepción de que la comprensión del mundo por parte de los sujetos remite directamente a la materialidad concreta de su existencia cotidiana y se constituye, histórica y socialmente, a través de acciones colectivas y prácticas discursivas que dan sentido y significado a la vida cotidiana en las escuelas. Para ello, los psicólogos necesitan problematizar la realidad escolar, investigar las particularidades locales y dialogar críticamente con los individuos y los grupos escolares, buscando en ellos las fuerzas transformadoras de su praxis crítica. Finalmente, destacamos la importancia de que el pensamiento crítico en la psicología escolar asuma los aspectos de una pedagogía del oprimido, autentificada en el diálogo con él, como sujeto y colectivo, en la lucha histórica y amorosa por recuperar su humanidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia do Oprimido]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento Crítico]]></kwd>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[School Psychology]]></kwd>
<kwd lng="en"><![CDATA[Educational Psychology]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy of the Oppressed]]></kwd>
<kwd lng="en"><![CDATA[Critical Thinking]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[Psicología Escolar]]></kwd>
<kwd lng="es"><![CDATA[Psicología Educacional]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía del Oprimido]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento Crítico]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arroyo]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Paulo Freire: outro paradigma pedagógico?]]></article-title>
<source><![CDATA[Educação em Revista]]></source>
<year>2019</year>
<volume>35</volume>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[A. F. D.]]></given-names>
</name>
<name>
<surname><![CDATA[Kohan]]></surname>
<given-names><![CDATA[W. O.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Paulo Freire e as subjetividades geradoras: um modo de vida filosófico para a educação contemporânea]]></article-title>
<source><![CDATA[Pro-Posições]]></source>
<year>2021</year>
<volume>32</volume>
<numero>spe</numero>
<issue>spe</issue>
<page-range>1-21</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Damasceno]]></surname>
<given-names><![CDATA[R. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[A. C. B. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A escuta inventiva de professores na pandemia: quem é esse sujeito que educa?]]></article-title>
<source><![CDATA[Extensio: Revista Eletrônica de Extensão]]></source>
<year>2023</year>
<volume>20</volume>
<numero>46</numero>
<issue>46</issue>
<page-range>93-105</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fiori]]></surname>
<given-names><![CDATA[E. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Prefácio: aprender a dizer a sua palavra]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia do Oprimido]]></source>
<year>2021</year>
<volume>80</volume>
<page-range>11-30</page-range><publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogia do Oprimido]]></source>
<year>2021</year>
<edition>80</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação como prática da liberdade]]></source>
<year>2022</year>
<edition>54</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Extensão ou Comunicação?]]></source>
<year>2022</year>
<edition>25</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Ação cultural para a liberdade e outros escritos]]></source>
<year>2022</year>
<edition>19</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educação e Mudança]]></source>
<year>2023</year>
<edition>49</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Faundez]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Por uma pedagogia da pergunta]]></source>
<year>2011</year>
<edition>10</edition>
<publisher-loc><![CDATA[Rio de Janeiro ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kohan]]></surname>
<given-names><![CDATA[W. O.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Paulo Freire e o valor da igualdade em educação]]></article-title>
<source><![CDATA[Educação e Pesquisa]]></source>
<year>2019</year>
<volume>45</volume>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kohan]]></surname>
<given-names><![CDATA[W. O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Paulo Freire, mais do que nunca]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Belo Horizonte ]]></publisher-loc>
<publisher-name><![CDATA[Vestígio]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meira]]></surname>
<given-names><![CDATA[M. E. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Construindo uma concepção crítica de Psicologia Escolar: contribuições da pedagogia histórico-crítica e da psicologia sócio-histórica]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Meira]]></surname>
<given-names><![CDATA[M. E. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Antunes]]></surname>
<given-names><![CDATA[M. A. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia escolar: teorias críticas]]></source>
<year>2003</year>
<volume>1</volume>
<page-range>13-78</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Casa do Psicólogo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meira]]></surname>
<given-names><![CDATA[M. E. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A crítica da Psicologia e a Tarefa da Crítica na Psicologia]]></article-title>
<source><![CDATA[Psicologia Política]]></source>
<year>2012</year>
<volume>12</volume>
<numero>23</numero>
<issue>23</issue>
<page-range>13-26</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[L. C. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Transfeminismo]]></source>
<year>2021</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Editora Jandaíra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Patto]]></surname>
<given-names><![CDATA[M.H.S.]]></given-names>
</name>
</person-group>
<source><![CDATA[A produção do fracasso escolar: histórias de submissão e rebeldia]]></source>
<year>2022</year>
<edition>5</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[IPUSP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Patto]]></surname>
<given-names><![CDATA[M. H. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Mutações do cativeiro: escritos de psicologia e política]]></source>
<year>2022</year>
<edition>2</edition>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[IPUSP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scocuglia]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[A teoria só tem utilidade se melhorar a prática educativa: as propostas de Paulo Freire]]></source>
<year>2013</year>
<publisher-loc><![CDATA[Petrópolis, RJ ]]></publisher-loc>
<publisher-name><![CDATA[De Petrus et Alii]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scocuglia]]></surname>
<given-names><![CDATA[A. C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Paulo Freire, 100 anos: um educador do presente e do futuro]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Campina Grande ]]></publisher-loc>
<publisher-name><![CDATA[Editora da UFPB]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[M. P. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A perspectiva crítica em Psicologia Escolar e possíveis aproximações com a Psicologia Histórico-Cultural]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Beatón]]></surname>
<given-names><![CDATA[G. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[M. P. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Barroco]]></surname>
<given-names><![CDATA[S. M. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Brasileiro]]></surname>
<given-names><![CDATA[T. S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Histórico-Cultural: interfaces Brasil-Cuba]]></source>
<year>2018</year>
<page-range>19-35</page-range><publisher-loc><![CDATA[Maringá ]]></publisher-loc>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
