Questões e modelos de avaliação e intervenção em Psicologia Escolar

o caso da Europa e América do Norte

Autores/as

  • João LOPES Universidade do Minho, Escola de Psicologia.
  • Leandro da Silva ALMEIDA Universidade do Minho, Instituto de Educação

Palabras clave:

Avaliação, Diagnóstico, Intervenção, Distúrbios da aprendizagem, Educação especial

Resumen

As práticas da Psicologia Escolar parecem ser cada vez mais marcadas pelas necessidades de referenciação/diagnóstico de crianças para o subsistema de educação especial, em detrimento do desenho e implementação de intervenções dirigidas aos problemas específicos dos alunos. A aparente insatisfação dos psicólogos escolares com essa tendência, bem como as dificuldades na utilização de modelos categoriais de diagnóstico em contexto escolar, têm dado origem à progressiva implementação de modelos alternativos de avaliação e intervenção, principalmente de modelos Response to Intervention, Curriculum-Based Measurement e Problem Solving. A controvérsia quanto à natureza verdadeiramente alternativa desses modelos parece, no entanto, longe de se esgotar. Neste artigo são discutidas vantagens e limitações dos diferentes modelos, de acordo com a melhor evidência disponível na literatura, e são ainda equacionadas as suas implicações nas práticas da Psicologia Escolar.

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Citas

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Publicado

2023-03-28

Cómo citar

LOPES, J. ., & ALMEIDA, L. da S. (2023). Questões e modelos de avaliação e intervenção em Psicologia Escolar: o caso da Europa e América do Norte. Estudos De Psicologia, 32(1). Recuperado a partir de https://seer.sis.puc-campinas.edu.br/estpsi/article/view/8104

Número

Sección

PSICOLOGIA DO ENSINO E DA APRENDIZAGEM