INSTITUTIONAL PSYCHOPEDAGOGICAL ASSESSMENT AND INTERVENTION: BETWEEN THE INDIVIDUAL AND THE INSTITUTION: AFFECTIVITY, MEDIATION, AND DIALOGUE IN PSYCHOPEDAGOGICAL PRACTICE

Abstract

This work aims to analyze institutional psychopedagogical assessment and intervention, addressing its historical and theoretical foundations along with the role, competencies, and performance of the institutional psychopedagogue in the contemporary school. Our investigation is based on classic authors in the areas of Psychopedagogy, Psychoanalysis, and Developmental Psychology, such as: Favez-Boutonnier (1962); Mauco (1979); Visca (1987; 1991); Paín (1985); Bossa (2011); Piaget (1976); Vygotsky (2007); Wallon (2007); Montessori (1965); Lacan (1998), researchers whose contributions allow us to understand learning as a complex and relational phenomenon, traversed by subjectivity. To these scholars we add the reflections present in the work Afetividade e Aprendizagem (Batalha, 2022), in which the author highlights the contribution of central figures in the early history of Psychopedagogy and the dialogue with classical and contemporary theories, emphasizing the relevance of affectivity as a structuring axis of learning, of bonding, mediation, and dialogue as indispensable elements for institutional psychopedagogical practice. In the methodology, in addition to a narrative bibliographic review, we resorted to qualitative theoretical investigation. It was concluded that the role of the institutional psychopedagogue is essential for the humanization of the school, the prevention of school failure, and the promotion of meaningful learning, reaffirming the role of this professional as a mediator and essential pillar between subjects, knowledge, and institutions.