Resumo

FACCI, Marilda Gonçalves Dias  e  SOUZA, Marilene Proença Rebello de. Psychological evaluation-intervention and the appropriation of knowledge: a discussion with the presuppositions of Vygotsky'school. Rev. psicol. polít. [online]. 2014, vol.14, n.30, pp.385-403. ISSN 1519-549X.

Complaints of learning difficulties are rather common in the school. In fact, school psychology has devoted several investigations on psychological evaluation. Current paper analyzes the psychological evaluation-intervention undertaken with a primary school student and, based on Historical and Cultural Psychology, demonstrates the influence of the process on learning. The relationship between teaching and learning and the psychological evaluation process are debated. The evaluation under taken is reported and the interventions with teachers, parents and the student described. When the evaluation process starts, the school and social environment changes; the family and the school establish a differently of relationship with the student; mediations become differentiated and interfere in the appropriation of knowledge. We believe that this is an important ethical-political dimension of the work of the psychologists in schooling.

Palavras-chave : Psychological Evaluation; School Complaints; School Psychology; Historical And Cultural Psychology; Vygotski.

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