The construction of the school complaint by the teacher: an integrative review
DOI:
https://doi.org/10.33448/rsd-v9i11.9581Keywords:
School complaint; Learning difficulties; Health promotion; Continuing education and teachers.Abstract
The growing number of students with school complaints referred to specialists has attracted the attention and concern of health and education professionals, who seek to solve the difficulties presented by students. The present study aimed to understand the construction of school complaints by teachers. Therefore, an integrative review of the existing literature on the theme addressed was carried out in May and June, including scientific publications, through the VHL Portal in their respective databases: Latin American and Caribbean Literature on Lilacs Health Sciences, SCIELO and PESPIC. The survey resulted in 8 articles that met the inclusion criteria and evidenced the need for greater articulation and dialogue between Health and Education for prevention and interventions in behavior, learning and emotional problems, which are perceived in the school context. The realization of this integrative review made it possible to verify that the school complaint is in fact a serious problem, which needs to be faced with greater interest and attention by all who make up the school universe, including health professionals, collaborators and school partners.
References
Carneiro, C. & Coutinho, L. G. (2015). Infância e adolescência: como chegam as queixas escolares à saúde mental? Educ. Rev. (56)1, 181-132.
Cunha, E. O., Dazzani, M. V. M., Santos, G. L. & Zucoloto, P. C. S. V. (2016). A queixa escolar sob a ótica de diferentes atores: análise da dinâmica de sua produção. Estudos de Psicologia (33)2, 237-245.
Frederico Neto, F., Cardoso, A. C., Kaihami, H. N., Stump, K. O. G. V., Petlik, M. E. I. & Barbieri, C. L. A. (2015). Criança com dificuldade de aprendizagem: o processo de construção de uma guia de encaminhamento de alunos com queixas escolares a serviços de saúde. Rev. Psicopedagogia (32)98, 158-167.
Galvão, T. F., Pansani, T. S. A. & Harrad, D. (2015). Principais itens para relatar revisões sistemáticas e meta-análises: a recomendação PRISMA. Epidemiol. Serv. Saúde 24(2), 335-342.
Lopes, T. S. S. & Rossato, M. A. (2018). A dimensão subjetiva da queixa de dificuldades de aprendizagem escolar. Psicol. Esc. Educ. 22(2), 385-394.
Mendes, K. D. S., Silveira, R. C. C. P. & Galvão, C. M. (2008). Revisão integrativa: método de pesquisa para a incorporação de evidências na saúde e na enfermagem. Texto Contexto Enferm 17(4), 758-764.
Rossato, M. (2009). O movimento da subjetividade no processo de superação das dificuldades de aprendizagem escolar (Tese de Doutorado). Programa de Pós-Graduação em Educação, Universidade de Brasília, Brasília, DF, Brasil.
Schweitzer, L. & Souza, S. V. (2018). Os sentidos atribuídos à queixa escolar por profissionais de escolas públicas municipais. Psicol. Esc. Educ. 22(3), 565-572.
Silva, R. L. M., Rodrigues, M. C. (2014). Atendimento à queixa escolar: experiência do projeto Seape no Centro de Psicologia Aplicada da UFJF. Psicol. Rev. 20(3), 479-493.
Souza, B. P. (2007). Orientação à queixa escolar. São Paulo: Casa de Psicólogo.
Souza, B. P. (2006). Orientação à queixa escolar: considerando a dimensão social. Psicol. cienc. prof. 26(2), 321-319.
Trautwein, C. T. G. & Nebias, C. (2006). A queixa escolar por quem não se queixa: o aluno. Mental 4(6), 123-148.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Vívian Almada Dutra Salmito; Karla Julianne Negreiros de Matos; Lídia Andrade Lourinho
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
