School complaints: analyzes from Historical-Cultural Psychology

Resumo

LEONARDO, Nilza Sanches Tessaro; LEAL, Zaira Fátima de Rezende Gonzalez  e  ROSSATO, Solange Pereira Marques. School complaints: analyzes from Historical-Cultural Psychology. Obutchénie: R. de Didat. e Psic. Pedag. [online]. 2022, vol.6, n.1, a2022-64385.  Epub 05-Out-2025. ISSN 2526-7647.  https://doi.org/10.14393/obv6n1.a2022-64385.

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.

Palavras-chave : School complaint; Historical-Cultural Psychology; Learning and Development.

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