Inventário de práticas de estudos para adolescentes no ensino médio integrado e seus efeitos para a psicologia escolar no IFSP

Abstract

The research had as context the Federal Institute of Education, Science and Technology of São Paulo (IFSP), and turned to the performance of school psychologists inserted in Professional and Technological Education (EPT). It is considered that these professionals perform a very relevant work, but face overload. This work intended to collaborate with the practice of these professionals, and its general objective was to analyze whether the construction of a computerized psychological instrument about the practices of studies in integrated secondary education (EMI) can collaborate with the performance of school psychology in professional education at IFSP. And as specific objectives: a. identify and describe the study practices of students in high school, in the light of dialogic education and the conception of EMI; b. construct an instrument, with evidence of validity, to assess study practices in EMI; c. to verify which factors related to the use of the instrument can contribute to the practice of school psychologists in the EPT daily. Therefore, an applied research has been developed, with a quantitative and qualitative approach, which resulted in the educational product (EP) Inventory of Study Practices for Adolescents in Integrated Secondary Education (IPEA-EMI), a psychological instrument, built from national and international references. A bibliographic survey theoretically supported the construct of study practices and the construction of items in this inventory, which were analyzed by expert judges, students and psychologists from the IFSP. The IPEA-EMI is a self-report instrument, in digital and online format, with controlled and supervised application, consisting of 48 items, divided into four correlated factors (historical, biological, social and physical), accompanied by the application manual , verification and interpretation, which presents its standardization and norms. The research also had as results, studies about evidence of validity and precision, carried out from a pilot application with 284 students, which sought to guarantee scientificity to the instrument. These studies demonstrated favorable evidence of validity regarding the content of the items, conceptually and empirically, and their internal structure (Confirmatory Factor Analysis), considered satisfactory and reliable, as well as their precision (Cronbach's Alpha and McDonald's Omega). The application of the EP took place through a workshop, offered to 12 school psychologists from the IFSP, in which all of them expressed interest in using the instrument. Finally, a study was carried out on the consequences of this use, involving six of these psychologists, in which a high level of satisfaction was identified in this group with the use of the IPEA-EMI, in all categories analyzed. The manual was considered clear and adequate. The computerized format of the instrument was considered a facilitator, proving to be effective for the evaluation processes in the school environment. The group's reports also indicated that the use of IPEA-EMI allows expanding knowledge about students and their study practices, enables the planning and monitoring of actions/interventions with these students, helps in the development of the teaching and learning process and expands the set of methods and techniques that guide educational interventions. Therefore, the results indicated that possibly this EP contributes to the practice of school psychologists in the daily work of the EPT.