Resumen

ALBUQUERQUE, Jéssica Andrade de  y  AQUINO, Fabíola de Sousa Braz. School psychology and family-school relationship: a study about professional conceptions. Psicol. pesq. [online]. 2021, vol.15, n.1, pp.1-22. ISSN 1982-1247.  https://doi.org/10.34019/1982-1247.2021.v15.29033.

The present study discusses the relevance of the school psychologist role in mediating the relationship between school and family. This is a field research that investigated the school Psychologists conceptions about family-school relationship. It was also verified how the family and the psychologist are present in the formulations of public schools' official documents, through a documentary analysis. Five school psychologists from public institutions participated in the study. Semi-structured interviews were performed and their audios were recorded and transcribed. The analysis of the results, which followed the guidelines presented by Bardin, revealed little clarity by the psychologists about the actions they can play in the family-school relationship. In addition, the documentary analysis indicated school/community integration as one of the main objectives of the institutions. Actions, such as planning meetings, clarifying psychologist, school and family roles and demystifying stereotypical conceptions about families are suggested as possibilities to facilitate a closer relationship between family and school.

Palabras clave : School; Family; School psychology.

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