SciELO - Scientific Electronic Library Online

vol.18 issue41The intersectoral dimension of the Public Policy of Social Assistance with Schooling: an integrative review of literature in the light of Political PsychologyTensions in the classroom: resistance, learning and subjectivation of children author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Revista Psicologia Política

Print version ISSN 1519-549XOn-line version ISSN 2175-1390


OLIVEIRA, Mariana Rodrigues de Sousa Pinheiro; COSTA, Érica Atem Gonçalves de Araújo; MENDES JUNIOR, Paulo Roberto  and  ROCHA, Nara Maria Forte Diogo. Strengths of the encounter between training and the field of Social Assistance to think about another psychological practice. Rev. psicol. polít. [online]. 2018, vol.18, n.41, pp. 117-124. ISSN 1519-549X.

In this report of experience we reflect on the insertion of the psychologist in Reference Centers of Social Assistance - CRAS, as an object of teaching-learning experiences linked to the disciplines of integrative practices. This formative moment was revisited from the contributions of a critical social psychology in its interfaces with community psychology and political psychology. Methodologically, we analyzed data related to the field diaries of a student and author of the article, whose situations had a trigger function, so that the theme of training and acting in psychology in the encounter with the Assistance was analyzed in its challenges. We point out the relevance of the experiments between student, teachers and professionals regarding a psychology fruit of the productive tension between professional regulations, guidelines, particularities of the context of action, institutional difficulties and their process of singularization in psychology training, attentive to listening present and active together with a collective project of Psychology.

Keywords : Practice; Psychology; Assistance; Subjectivity.

        · abstract in Portuguese | Spanish | French     · text in Portuguese     · Portuguese ( pdf )


Creative Commons License