Critical School Psychologist’s Action on the School Complaints: School Assemblies

Abstract

This article is an account of experience of acting in school psychology. Since 1980, school psychology began to criticize traditional psychology, through research that challenged the pathologizing explanation of school failure, generating changes in the performance of many psychologists. Psychological practices such as clinical psychotherapy in the school environment are replaced by discursive practices promoting dialogue. In order to establish school democracy and the role of children in the transformation of interpersonal relationships, school assemblies are a potential socio-educational tool. We performed an intervention in a public elementary school, with a group of the 5th year, with problems of indiscipline. Five weekly meetings were held with the class, one a week: a preparation meeting, two assembly meetings, a closing meeting and a closing party. Meetings with school staff members preceded the first meeting and succeeded the latter. We have realized how important it is for students to be listened to and recognized as subjects , welcomed in their opinions, not always “politically correct”. This work is in process, in the next stages the psychologists will problematize with the school what they understand by indiscipline, when it happens and which are the practices that produce it.