Existências que resistem: um olhar da psicologia escolar frente a negritude

Abstract

This paper reports the experience of the Supervised Internship I and II of the Psychology course at the Federal University of Recôncavo da Bahia (UFRB), which took place in a municipal school in Santo Antônio de Jesus - BA, between July and December 2018, under guidance from Professor Adriana Lourenço Lopes. According to the Pedagogical Political Project of the Psychology course, this internship consists of “a set of diversified experiences carried out in psychology institutions or services that allow the integrated development of skills and abilities, allowing knowledge to materialize in actions professionals” (PPP, 2008, p.31). This supervised internship took place in the school context and had a team of nine students, divided between two schools. At the school where I developed activities, there were five interns and each one was with a Youth and Adult Education (EJA) class. Different trajectories were built, based on the demands presented by the school and the meeting with the classes. The internship took place in two moments, before going to the field, the students met weekly in collective supervision meetings, for theoretical discussions about School Psychology, school, participant observation, modes of action, school complaints, among other topics. In the second moment, we went to the field to get to know the school, the school agents and from there, we created a trajectory, in this case, we sought to follow the expression of blackness in an EJA class. This report starts from a historical discussion about the ethnic-racial issues that, even today, are present in the school context, which influence the way the black person is seen in society, aiming to reflect on the role of the school in the face of blackness and the negligence which it is submitted. Then, it presents the internship field, its routine and the subjects of this context. Subsequently, it describes the activities carried out during the internship with a group of EJA students and presents some reflections, considerations and concerns about such experiences and experiences.