<?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>S2526-76472022000100202</article-id>
<article-id pub-id-type="doi">10.14393/obv6n1.a2022-64383</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Psicologia Escolar, políticas educacionais e os impactos da pandemia de Covid-19: reflexões a partir do enfoque histórico-cultural]]></article-title>
<article-title xml:lang="en"><![CDATA[School Psychology, educational policies, and the impacts of the Covid-19 pandemic: considerations from a cultural-historical approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Marilene Proença Rebello de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Psicologia Escolar e do Desenvolvimento Humano  ]]></institution>
<addr-line><![CDATA[ ]]></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=S2526-76472022000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo discute as políticas públicas de educação no Brasil e o papel da psicologia escolar e educacional tomando como fundamento a Psicologia Histórico-cultural no contexto da Pandemia de Covid-19. Apresenta brevemente os grandes desafios da educação básica centrados nas questões históricas de exclusão da e na escola e os processos de agravamento da desigualdade social com consequências para a escolarização. Sugere propostas para o enfrentamento em situações de crise por meio de ações que sejam interdisciplinares, multiprofissionais e intersetoriais, tais como: a) realizar um diagnóstico geral da situação escolar, baseando-se nos dados possíveis sobre a região, sobre as famílias e os estudantes, podendo realizar atividades que possibilitem conhecer mais de perto as dificuldades e possibilidades de acesso ao conhecimento e às necessidades sociais e econômicas apresentadas; b) repensar os espaços de convivência, as formas de estabelecer os currículos, de incentivar a participação de todos os segmentos da escola; c) viabilizar projetos coletivos, ações e estratégias que tenham as pessoas como protagonistas de suas histórias, trajetórias e dores que foram marcas dessa pandemia. Reafirma, por fim, o papel que vem desempenhando a Teoria Histórico-Cultural no processo de discussão de temáticas centrais para a educação básica, considerando o contexto social, político, econômico e cultural bem como os processos de subjetivação que constituem a humanização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper discusses the public policies of education in Brazil and the role of school and educational psychology taking Cultural-Historical Psychology as a foundation in the context of the Covid-19 Pandemic. It briefly presents the great challenges of basic education based on the historical issues of exclusion from and in school and the processes of worsening social inequality with consequences for schooling. It suggests proposals for dealing with crisis situations through interdisciplinary, multi-professional and intersectoral actions, such as: a) to do a general diagnosis of the school situation, based on the possible data about the region, the families and the students, being able to carry out activities that make it possible to know more closely the difficulties and possibilities of access to knowledge and the social and economic needs presented; b) to rethink the spaces for interaction, the ways of establishing curricula, of encouraging the participation of all segments of the school; c) to enable collective projects, actions and strategies that have people as the protagonists of their stories, trajectories and pains that were the marks of this pandemic. It reaffirms, finally, the role that Cultural-Historical Theory has been playing in the process of discussion of central themes for basic education, considering the social, political, economic and cultural context as well as the processes of subjectification that constitute humanization.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="en"><![CDATA[School Psychology]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
<kwd lng="en"><![CDATA[Public Policies]]></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[ASBAHR]]></surname>
<given-names><![CDATA[F. S. F.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[M. P. R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["Por que aprender isso, professora?" Sentido pessoal e atividade de estudo na psicologia histórico-cultural]]></article-title>
<source><![CDATA[Estudos de Psicologia]]></source>
<year>2014</year>
<volume>19</volume>
<page-range>169-78</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BEATÓN]]></surname>
<given-names><![CDATA[G.A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Características de las familias y los maestros promotores de aprendizajes y desarrollos de más calidad]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Marilene Proença Rebello de]]></given-names>
</name>
<name>
<surname><![CDATA[León]]></surname>
<given-names><![CDATA[Gloria Anisia]]></given-names>
</name>
<name>
<surname><![CDATA[Schlindwein]]></surname>
<given-names><![CDATA[Luciane Maria]]></given-names>
</name>
</person-group>
<source><![CDATA[Políticas públicas e prática docente em países da América Latina]]></source>
<year>2021</year>
<page-range>180-230</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[IPUSP]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BEATÓN]]></surname>
<given-names><![CDATA[G.A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The process of Producing Knowledge: Vygotsky Revisited]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[PORTES]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[SALAS]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Vygotsky in 21st century Society]]></source>
<year>2011</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Peter Lang Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BEATON]]></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. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Histórico-Cultural: Interfaces Brasil-Cuba]]></source>
<year>2018</year>
<volume>II</volume>
<edition>1. ed.</edition>
<publisher-loc><![CDATA[Maringá ]]></publisher-loc>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRANCO]]></surname>
<given-names><![CDATA[E.P]]></given-names>
</name>
<name>
<surname><![CDATA[BRANCO]]></surname>
<given-names><![CDATA[A.B.G]]></given-names>
</name>
<name>
<surname><![CDATA[IWASSE]]></surname>
<given-names><![CDATA[L.F.A]]></given-names>
</name>
<name>
<surname><![CDATA[ZANATTA]]></surname>
<given-names><![CDATA[S.C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Uma visão crítica sobre a implantação da Base Nacional Comum Curricular em consonância com a Reforma do Ensino Médio]]></article-title>
<source><![CDATA[Debates em Educação]]></source>
<year>2018</year>
<volume>10</volume>
<numero>21</numero>
<issue>21</issue>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BULHOES]]></surname>
<given-names><![CDATA[L. F. S. S]]></given-names>
</name>
<name>
<surname><![CDATA[ASBAHR]]></surname>
<given-names><![CDATA[F. da S. F]]></given-names>
</name>
<name>
<surname><![CDATA[VALENTE NETO]]></surname>
<given-names><![CDATA[A. B]]></given-names>
</name>
<name>
<surname><![CDATA[MARTINEZ]]></surname>
<given-names><![CDATA[C. T]]></given-names>
</name>
<name>
<surname><![CDATA[ASSIS]]></surname>
<given-names><![CDATA[S. M. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formação de grêmios estudantis em escolas municipais: desafios e possibilidades]]></article-title>
<source><![CDATA[REVISTA CIÊNCIA EM EXTENSÃO]]></source>
<year>2018</year>
<volume>14</volume>
<page-range>97-113</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<collab>CEPAL</collab>
<source><![CDATA[El analfabetismo funcional en América Latina y el Caribe]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<collab>CEPAL</collab>
<source><![CDATA[Perspectivas económicas de América Latina 2015, Educación, Competencias e Innovación para el desarrollo]]></source>
<year>2015</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHECCHIA]]></surname>
<given-names><![CDATA[A. K. A.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[M.P.R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Queixa Escolar e atuação profissional: apontamentos para a formação de psicólogos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Meira]]></surname>
<given-names><![CDATA[Marisa Eugênia Melilo]]></given-names>
</name>
<name>
<surname><![CDATA[Antunes]]></surname>
<given-names><![CDATA[Mitsuko]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Escolar: teorias críticas]]></source>
<year>2003</year>
<edition>1ed</edition>
<page-range>105-38</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Casa do Psicólogo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<collab>CONECTAS Direitos Humanos e Faculdade de Saúde Pública da USP</collab>
<source><![CDATA[Direitos na Pandemia - Mapeamento e Análise das Normas Jurídicas de Resposta à Covid-19 no Brasil]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="">
<collab>CONSELHO NACIONAL DE JUVENTUDE</collab>
<source><![CDATA[Juventudes e a Pandemia do Coronavírus]]></source>
<year>2021</year>
<edition>2a. ed.</edition>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[G. C.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[M. P. R. de]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A educação e os programas de combate à pobreza no Brasil e na Venezuela: o fracasso escolar em debate]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Rebollo]]></surname>
<given-names><![CDATA[Lisbeth]]></given-names>
</name>
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Marilene Proença Rebello de]]></given-names>
</name>
</person-group>
<source><![CDATA[Miradas sobre a América Latina: primeiro ciclo de aulas sobre Educação e Cultura]]></source>
<year>2020</year>
<volume>1</volume>
<edition>1ed</edition>
<page-range>55-76</page-range><publisher-loc><![CDATA[SÃO PAULO ]]></publisher-loc>
<publisher-name><![CDATA[Fundação Memorial da América Latina]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DUARTE]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[MASSI]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[TEIXEIRA]]></surname>
<given-names><![CDATA[L.A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Committed Objectivity of Science and the Importance of Scientific Knowledge in Ethical and Political Education]]></article-title>
<source><![CDATA[Sci &amp; Educ]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FARIÑAS LEÓN]]></surname>
<given-names><![CDATA[G. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Acerca de las tareas de lal Psicología en el mundo globalizado actual (hacia una plataforma histórico-culturalista para la educación)]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Beatón]]></surname>
<given-names><![CDATA[Guillermo Arias]]></given-names>
</name>
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Marilene Proença Rebello de]]></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. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Histórico-Cultural: Interfaces Brasil-Cuba]]></source>
<year>2018</year>
<volume>I</volume>
<edition>1. ed.</edition>
<publisher-loc><![CDATA[Maringá ]]></publisher-loc>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FARIÑAS LEÓN]]></surname>
<given-names><![CDATA[G. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicología, Educación y Sociedad]]></source>
<year>2005</year>
<publisher-loc><![CDATA[La Habana, Cuba ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Félix Varela]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FERRARO]]></surname>
<given-names><![CDATA[A.R.]]></given-names>
</name>
<name>
<surname><![CDATA[ROSS]]></surname>
<given-names><![CDATA[S. D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Diagnóstico da escolarização no Brasil na perspectiva da exclusão escolar]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year>2017</year>
<volume>22</volume>
<numero>71</numero>
<issue>71</issue>
</nlm-citation>
</ref>
<ref id="B17">
<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>1981</year>
<edition>9ª. ed</edition>
<publisher-loc><![CDATA[RJ ]]></publisher-loc>
<publisher-name><![CDATA[Paz e Terra]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GABRIEL]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Um novo começo. Acolhimento no retorno à escola em tempos de Pandemia]]></source>
<year>2021</year>
<publisher-loc><![CDATA[S.P. ]]></publisher-loc>
<publisher-name><![CDATA[Reino Editorial]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTÍNEZ]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O que pode fazer o psicólogo na escola?]]></article-title>
<source><![CDATA[Psicologia Escolar: pesquisa e intervenção]]></source>
<year>2010</year>
<page-range>39-55</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
<name>
<surname><![CDATA[LAVOURA]]></surname>
<given-names><![CDATA[T. N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A dialética do ensino e da aprendizagem na atividade pedagógica histórico-crítica]]></article-title>
<source><![CDATA[Interface]]></source>
<year>2017</year>
<volume>21</volume>
<numero>62</numero>
<issue>62</issue>
<page-range>531-41</page-range><publisher-loc><![CDATA[Botucatu ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<collab>ORGANIZAÇÃO PANAMERICANA DE SAÚDE</collab>
<source><![CDATA[Primeiros cuidados psicológicos: guia para trabalhadores de campo]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Brasília, DF ]]></publisher-loc>
<publisher-name><![CDATA[OPAS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SARTORO]]></surname>
<given-names><![CDATA[E.R.L.]]></given-names>
</name>
<name>
<surname><![CDATA[ZIBETTI]]></surname>
<given-names><![CDATA[M. L. T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sentido Pessoal Atribuído à Atividade de Estudo no Ensino Fundamental]]></article-title>
<source><![CDATA[Psicologia: Teoria e Prática]]></source>
<year>2016</year>
<volume>18</volume>
<page-range>141-51</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SAVIANI]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Democracia, educação e emancipação humana: desafios do atual momento brasileiro. Psicologia Escolar e Educacional]]></source>
<year>2017</year>
<volume>21</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>653-62</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Como o racismo criou o Brasil]]></source>
<year>2021</year>
<publisher-loc><![CDATA[S.P. ]]></publisher-loc>
<publisher-name><![CDATA[Estação Brasil]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[M. P. R]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Escolar e políticas públicas em Educação: desafios contemporâneos]]></source>
<year>2010</year>
<volume>23</volume>
<page-range>129-49</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TANAMACHI]]></surname>
<given-names><![CDATA[E.R.]]></given-names>
</name>
<name>
<surname><![CDATA[MEIRA]]></surname>
<given-names><![CDATA[M.E.M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A atuação do psicólogo como expressão do pensamento crítico em Psicologia e Educação]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Meira]]></surname>
<given-names><![CDATA[Marisa Eugênia Melillo]]></given-names>
</name>
<name>
<surname><![CDATA[Antunes]]></surname>
<given-names><![CDATA[Mitsuko Aparecida Makino]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Escolar: Práticas Críticas]]></source>
<year>2008</year>
<edition>2ª. ed</edition>
<page-range>13-62</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Casa do Psicólogo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TOURINHO]]></surname>
<given-names><![CDATA[M. B. A. C.]]></given-names>
</name>
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[M. P. R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Políticas Públicas Intersetoriais de Saúde e Educação: a transversalidade da proposta ético-política como desafio para a psicologia escolar]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Marilene Proença Rebello de]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Escolar e Políticas Públicas para a Educação Básica na América Latina: pesquisas, impasses e desafios]]></source>
<year>2021</year>
<volume>1</volume>
<edition>1ed.</edition>
<page-range>83-92</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Instituto de Psicologia da Universidade de São Paulo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<collab>UNIVERSIDADE FEDERAL DE MATO GROSSO (UFMT) E FÓRUM DE ENTIDADES NACIONAIS DA PSICOLOGIA BRASILEIRA (FENPB)</collab>
<source><![CDATA[Violência e preconceitos na escola: contribuições da Psicologia]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Brasília ]]></publisher-loc>
<publisher-name><![CDATA[Conselho Federal de Psicologia]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="">
<collab>UNICEF</collab>
<source><![CDATA[Cenário da Exclusão Escolar no Brasil. Um alerta sobre os impactos da Pandemia de Covid 19 sobre a educação no Brasil]]></source>
<year>2021</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
