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Psicólogo escolar nos institutos federais de educação : analisando a identidade, a autoeficácia e o engajamento no trabalho
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Abstract(s)
Esta tese objetivou definir a identidade do psicólogo que atua em contexto escolar dos Institutos Federais de Educação, Ciência e Tecnologia (IFs), perpassando pelo estudo da autoeficácia laboral e do engajamento no trabalho. Estes Institutos formam uma rede de instituições escolares distribuída por todo o território brasileiro, criada em 2008, com a oferta de cursos que vão do ensino médio técnico à pós-graduação voltada para a educação profissional e tecnológica. Inicialmente, procedeu-se a construção e validação da Escala de Crenças de Autoeficácia para Psicólogos em Contexto Escolar. Em seguida, elaborou-se um questionário com questões abertas e fechadas, para a caraterização da atuação dos psicólogos nos IFs, e incluiu-se a Escala Utrecht de Engajamento no Trabalho e a escala de autoeficácia indicada. Participaram da investigação 205 psicólogos de todos os estados brasileiros. Os resultados obtidos, revelaram que os psicólogos escolares dos IFs eram majoritariamente mulheres, com idade média de 35 anos, sendo que a grande maioria realizou curso de pós-graduação. Quanto as ações mais frequentes e o público prioritário de intervenção, verificou-se que os psicólogos dirigiam as suas ações, preferencialmente, para os estudantes, mas também, para a comunidade escolar (pais, docentes, demais colegas técnicos), observando-se uma intervenção alargada baseada na psicologia escolar crítica. No que se refere à autoeficácia laboral, identificaram-se níveis positivos nas três dimensões (Profissional, Relacional, Famíliar), embora os níveis mais baixos se relacionassem com a atuação com as famílias. Quanto ao engajamento no trabalho, os valores encontrados foram ajustados para as três dimensões: vigor, absorção, dedicação. Constatou-se que, a autoeficácia profissional e relacional foram preditores do engajamento no trabalho.
This thesis aimed to define the identity of the psychologist, who works in the school context of the Federal Institutes of Education, Science and Technology (FIs), going through the study of work self-efficacy and engagement at work. These Institutes form a network of school institutions distributed throughout the Brazilian territory, created in 2008, offering courses from technical high school to postgraduate courses focused on professional and technological education. Initially, the Self-efficacy Belief Scale for Psychologists in School Context was constructed and validated. Then, a questionnaire was prepared with open and closed questions, to characterize the performance of psychologists in FIs, and the Utrecht Scale for Engagement at Work and the scale of self-efficacy indicated were included. 205 psychologists from all states of Brazil participated of this investigation. The results revealed that the school psychologists of the FIs were mostly women, with an average age of 35 years, and the great majority took a postgraduate course. As for the most frequent actions and the priority intervention public, it was found that psychologists directed their actions preferentially towards students, but also to the school community (parents, teachers, other technical colleagues), observing an extended intervention based on critical school psychology. With regard to work self-efficacy, positive levels in the three dimensions were identified (Professional, Relational, Families) although the lowest levels were related to the work with families. As for engagement at work, the values found were adjusted for the three dimensions: Vigor, absorption and dedication. It was found that professional and relational self-efficacy were predictors of engagement at work.
This thesis aimed to define the identity of the psychologist, who works in the school context of the Federal Institutes of Education, Science and Technology (FIs), going through the study of work self-efficacy and engagement at work. These Institutes form a network of school institutions distributed throughout the Brazilian territory, created in 2008, offering courses from technical high school to postgraduate courses focused on professional and technological education. Initially, the Self-efficacy Belief Scale for Psychologists in School Context was constructed and validated. Then, a questionnaire was prepared with open and closed questions, to characterize the performance of psychologists in FIs, and the Utrecht Scale for Engagement at Work and the scale of self-efficacy indicated were included. 205 psychologists from all states of Brazil participated of this investigation. The results revealed that the school psychologists of the FIs were mostly women, with an average age of 35 years, and the great majority took a postgraduate course. As for the most frequent actions and the priority intervention public, it was found that psychologists directed their actions preferentially towards students, but also to the school community (parents, teachers, other technical colleagues), observing an extended intervention based on critical school psychology. With regard to work self-efficacy, positive levels in the three dimensions were identified (Professional, Relational, Families) although the lowest levels were related to the work with families. As for engagement at work, the values found were adjusted for the three dimensions: Vigor, absorption and dedication. It was found that professional and relational self-efficacy were predictors of engagement at work.
Description
Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Psicologia na área de especialização Psicologia Educacional apresentada no ISPA - Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, no ano de 2020.
Keywords
Psicólogo escolar Autoeficácia laboral Engajamento no trabalho Identidade Profissional School psychologist Labor self-efficacy Work engagement Professional identity