A Atuação do Psicólogo Escolar na Pandemia da Covid-19: um Levantamento da Literatura
DOI:
https://doi.org/10.4025/542v2a30Palabras clave:
Levantamento da literatura, pandemia, psicologia escolarResumen
La pandemia del COVID-19 iniciada en marzo de 2020 exigió acciones de la sociedad que pudieran evitar la propagación de la enfermedad, siendo una de ellas la adherencia a la enseñanza remota en las escuelas. El presente levantamiento de literatura tiene como objetivo investigar y comprender cómo se desempeñó este profesional durante una pandemia. Para ello se generaron bases de datos científicas e internacionales, resultando datos de catorce seleccionadas que fueron buscadas en investigaciones basadas en datos científicos y nacionales. Todas las diferencias en el trabajo, en relación con las formas de actividad profesional estudiadas en los distintos países, que van desde una forma individualizada y evaluación con el alumno hasta el trabajo colectivo con padres y profesores. En este último escenario, se defiende una psicología escolar Crítica, que tiene al psicólogo escolar como promotor de acciones de sensibilización, prevención y emancipación hacia el desarrollo humano y la transformación de la realidad. Además, parece que se trata de una literatura reciente, que aún se está desdoblando ante la realidad de la pandemia.
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Referencias
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Codding, R. S., Collier-Meek, M., Jimerson, S., Klingbeil, D. A., Mayer, M. J., & Miller, F. (2020). School psychology reflections on COVID-19, antiracism, and gender and racial disparities in publishing. School Psychology, 35 (4), 227–232. https://doi.org/10.1037/spq0000399
Dias, A., Barros, L. M. S., & Urt, S. (2021). Psicólogos e psicodramatistas na educação: projeto em formato on-line desenvolvido na pandemia. Revista Brasileira de Psicodrama, 29(2), 86–98. https://doi.org/10.15329/2318-0498.00459_pt
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Hatzichristou, C., Georgakakou-Koutsonikou, N., Lianos, P., Lampropoulou, A., & Yfanti, T. (2021). Assessing school community needs during the initial outbreak of the COVID-19 pandemic: Teacher, parent and student perceptions. School Psychology International, 42(6), 590–615. https://doi.org/10.1177/01430343211041697
Holland, M., Hawks, J., Morelli, L. C., & Khan, Z. (2021). Risk Assessment and Crisis Intervention for Youth in a Time of Telehealth. Contemporary School Psychology, 25, 12–26. https://doi.org/10.1007/s40688-020-00341-6/Published
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Lei nº 4.119, de 27 de agosto de 1962. Dispõe sôbre os cursos de formação em psicologia e regulamenta a profissão de psicólogo. Recuperado de: http://www.planalto.gov.br/ccivil_03/leis/1950-1969/l4119.htm
Marinho-Araújo, C. M. (2015). Psicologia escolar para todos: a opção pela intervenção institucional. Psicologia, Educação e Cultura, 19(1), 147-164.
Martinez, A. M. (2010). O que pode fazer o psicólogo na escola?. Em Aberto, 23(83), 39-56. DOI: http://dx.doi.org/10.24109/2176-6673.emaberto.23i83.%25p.
McClain, M. B., Roanhorse, T. T., Harris, B., Heyborne, M., Zamantic, P. K., & Azad, G. (2021). School-Based Autism Evaluations in the COVID-19 Era. School Psychology, 36(5), 377–387. https://doi.org/10.1037/spq0000447.supp
McIntyre, L. L., Neece, C. L., Sanner, C. M., Rodriguez, G., & Safer-Lichtenstein, J. (2022). Telehealth Delivery of a Behavioral Parent Training Program to Spanish-Speaking Latinx Parents of Young Children With Developmental Delay: Applying an Implementation Framework Approach. School Psychology Review, 51(2), 206–220. https://doi.org/10.1080/2372966X.2021.1902749
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Reupert, A., Schaffer, G. E., von Hagen, A., Allen, K.-A., Berger, E., Büttner, G., Power, E. M., Morris, Z., Paradis, P., Fisk, A. K., Summers, D., Wurf, G., & May, F. (2021). The practices of psychologists working in schools during COVID-19: A multi-country investigation. School Psychology. https://doi.org/10.1037/spq0000450
Ritchie, T., Rogers, M., & Ford, L. (2021). Impact of COVID-19 on School Psychology Practices in Canada. Canadian Journal of School Psychology, 36(4), 358–375. https://doi.org/10.1177/08295735211039738
Schaffer, G. E., Power, E. M., Fisk, A. K., & Trolian, T. L. (2021). Beyond the four walls: The evolution of school psychological services during the COVID-19 outbreak. Psychology in the Schools, 58(7), 1246–1265. https://doi.org/10.1002/pits.22543
Schwartz, K. D., Exner-Cortens, D., McMorris, C. A., Makarenko, E., Arnold, P., van Bavel, M., Williams, S., & Canfield, R. (2021). COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School. Canadian Journal of School Psychology, 36(2), 166–185. https://doi.org/10.1177/08295735211001653
Soncini, A., Politi, E., & Matteucci, M. C. (2021). Supplemental Material for Teachers Navigating Distance Learning During COVID-19 Without Feeling Emotionally Exhausted: The Protective Role of Self-Efficacy. School Psychology, 36(6), 494–503. https://doi.org/10.1037/spq0000469.supp
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Touloupis, T. (2021). Parental involvement in homework of children with learning disabilities during distance learning: Relations with fear of COVID-19 and resilience. Psychology in the Schools, 58(12), 2345–2360. https://doi.org/10.1002/pits.22596
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Barbosa, R. M., & Marinho-Araújo, C. M. (2010). Psicologia escolar no Brasil: considerações e reflexões históricas. Estudos de Psicologia, 27(3), 393-402. DOI: https://doi.org/10.1590/S0103-166X2010000300011.
Brock, S. E., Lieberman, R., Cruz, M. A., & Coad, R. (2021). Conducting School Suicide Risk Assessment in Distance Learning Environments. Contemporary School Psychology, 25, 3–11. https://doi.org/10.1007/s40688-020-00333-6/Published
Buško, V., & Bezinović, P. (2021). Experiences With Online Teaching and Psychological Adjustment of High-School Students at the Onset of the COVID-19 Pandemic in Croatia. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.647991
Codding, R. S., Collier-Meek, M., Jimerson, S., Klingbeil, D. A., Mayer, M. J., & Miller, F. (2020). School psychology reflections on COVID-19, antiracism, and gender and racial disparities in publishing. School Psychology, 35 (4), 227–232. https://doi.org/10.1037/spq0000399
Dias, A., Barros, L. M. S., & Urt, S. (2021). Psicólogos e psicodramatistas na educação: projeto em formato on-line desenvolvido na pandemia. Revista Brasileira de Psicodrama, 29(2), 86–98. https://doi.org/10.15329/2318-0498.00459_pt
Diogo, M. F., & Assis, N. de. (2021). Atividades pedagógicas não presenciais em tempo de pandemia: Contribuições a partir da psicologia histórico-cultural. Psicologia Política, 21(51), 491–508. Disponível em: http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1519-549X2021000200014&lng=pt&tlng=pt.
D’Costa, S., Rodriguez, A., Grant, S., Hernandez, M., Alvarez Bautista, J., Houchin, Q., Brown, A., & Calcagno, A. (2021). Outcomes of COVID-19 on Latinx youth: Considering the role of adverse childhood events and resilience. School Psychology. https://doi.org/10.1037/spq0000459
Farmer, R. L., McGill, R. J., Dombrowski, S. C., Benson, N. F., Smith-Kellen, S., Lockwood, A. B., Powell, S., Pynn, C., & Stinnett, T. A. (2021). Conducting Psychoeducational Assessments During the COVID-19 Crisis: the Danger of Good Intentions. Contemporary School Psychology, 25(1), 27–32. https://doi.org/10.1007/s40688-020-00293-x
Fiaes, C. S., Ribeiro, K. D. O. C., Andrade, M. F., de Souza, M. O., Tolentino, C. A., & Gonçalves, M. T. (2021). Psicologia Escolar na Pandemia por COVID-19: Explorando Possibilidades. Psicologia Escolar e Educacional, 25, 1–4. https://doi.org/10.1590/2175-35392021247675
Goldberg, A. E., McCormick, N., & Virginia, H. (2022). School-age adopted children’s early responses to remote schooling during COVID-19. Family Relations, 71(1), 68–89. https://doi.org/10.1111/fare.12612
Guzzo, R. S. L., Silva, S. S. G. T., Martins, L. G., Castro, L., & Lorenzetti, L. (2021). Psicologia na escola e a pandemia: buscando um caminho. In: Negreiros, F., & Ferreira, B. O. (Orgs.). Onde está a psicologia escolar no meio da pandemia? (pp. 664-682). Pimental Cultural.
Hasking, P., Lewis, S. P., Bloom, E., Brausch, A., Kaess, M., & Robinson, K. (2021). Impact of the COVID-19 pandemic on students at elevated risk of self-injury: The importance of virtual and online resources. School Psychology International, 42(1), 57–78. https://doi.org/10.1177/0143034320974414
Hass, M. R., & Leung, B. P. (2021). When You Can’t R.I.O.T., R.I.O.: Tele-assessment for School Psychologists. Contemporary School Psychology, 25(1), 33–39. https://doi.org/10.1007/s40688-020-00326-5
Hatzichristou, C., Georgakakou-Koutsonikou, N., Lianos, P., Lampropoulou, A., & Yfanti, T. (2021). Assessing school community needs during the initial outbreak of the COVID-19 pandemic: Teacher, parent and student perceptions. School Psychology International, 42(6), 590–615. https://doi.org/10.1177/01430343211041697
Holland, M., Hawks, J., Morelli, L. C., & Khan, Z. (2021). Risk Assessment and Crisis Intervention for Youth in a Time of Telehealth. Contemporary School Psychology, 25, 12–26. https://doi.org/10.1007/s40688-020-00341-6/Published
Jones, T. M., Diaz, A., Bruick, S., McCowan, K., Wong, D. W., Chatterji, A., Malorni, A., & Spencer, M. S. (2021). Experiences and Perceptions of School Staff Regarding the COVID-19 Pandemic and Racial Equity: The Role of Colorblindness. School Psychology, 36(6), 546–554. https://doi.org/10.1037/spq0000464
Khan, M., Adil, S. F., Alkhthlan, H. Z., Tahir, M. N., Saif, S., Khan, M., & Khan, S. T. (2020). COVID-19: a global challenge with old history, epidemiology and progress so far. Molecules, 26(1), 39, 1-25. DOI: http://dx.doi.org/10.3390/molecules26010039
Kim, E., & Patterson, S. (2020). The Pandemic and Gender Inequality in Academia. SSRN working paper id3666587. https://ssrn.com/abstract=3666587
Kovács Cerović, T., Mićić, K., & VraÄar, S. (2021). A leap to the digital era—what are lower and upper secondary school students’ experiences of distance education during the COVID-19 pandemic in Serbia? European Journal of Psychology of Education. https://doi.org/10.1007/s10212-021-00556-y
Lei nº 4.119, de 27 de agosto de 1962. Dispõe sôbre os cursos de formação em psicologia e regulamenta a profissão de psicólogo. Recuperado de: http://www.planalto.gov.br/ccivil_03/leis/1950-1969/l4119.htm
Marinho-Araújo, C. M. (2015). Psicologia escolar para todos: a opção pela intervenção institucional. Psicologia, Educação e Cultura, 19(1), 147-164.
Martinez, A. M. (2010). O que pode fazer o psicólogo na escola?. Em Aberto, 23(83), 39-56. DOI: http://dx.doi.org/10.24109/2176-6673.emaberto.23i83.%25p.
McClain, M. B., Roanhorse, T. T., Harris, B., Heyborne, M., Zamantic, P. K., & Azad, G. (2021). School-Based Autism Evaluations in the COVID-19 Era. School Psychology, 36(5), 377–387. https://doi.org/10.1037/spq0000447.supp
McIntyre, L. L., Neece, C. L., Sanner, C. M., Rodriguez, G., & Safer-Lichtenstein, J. (2022). Telehealth Delivery of a Behavioral Parent Training Program to Spanish-Speaking Latinx Parents of Young Children With Developmental Delay: Applying an Implementation Framework Approach. School Psychology Review, 51(2), 206–220. https://doi.org/10.1080/2372966X.2021.1902749
McKune, S. L., Acosta, D., Diaz, N., Brittain, K., Beaulieu, D. J., Maurelli, A. T., & Nelson, E. J. (2021). Psychosocial health of school-aged children during the initial COVID-19 safer-at-home school mandates in Florida: a cross-sectional study. BMC Public Health, 21(1). https://doi.org/10.1186/s12889-021-10540-2
Neves, M. A. P., Jesus, J. S., Arinelli, G. S., & Souza, V. L. T. (2020). Vivências e processos imaginativos em adolescentes: práticas desenvolvidas em uma escola pública estadual. In: Marinho-Araújo, C. M., & Sant’Ana, I. M. (Orgs.), Práticas exitosas em psicologia escolar crítica (Vol. 2, pp. 165–180). Alínea.
Silva, A. C. B., & Maia, B. B. (2021). Grupo de acolhimento com professoras: desafios frente ao ensino remoto emergencial. Pesquiseduca, 13(30), 533–552. Recuperado de: https://periodicos.unisantos.br/pesquiseduca/article/view/1083
Souza, C. A. de (2021). Notas sobre o fazer de uma psicóloga escolar na pandemia. 1, 17–28. https://doi.org/10.11606/issn.1981-1624.v26i
Oliveira, B. C., Ramos, V. R., & Souza, V. L. T. (2020). Parceria crítica: possibilidades de atuação em Psicologia Escolar. In: Marinho- Araújo, C. M., & Teixeira, A. M. B. (Orgs.). Práticas exitosas em Psicologia Escolar Crítica (pp. 105-122). Alínea.
Oliveira, W. A. de, Andrade, A. L., Souza, V. L. T., Micheli, D., Fonseca, L. M. M., Andrade, L. S., Silva, M. A. I., & Santos, M. A. (2021). COVID-19 pandemic implications for education and reflections for school psychology. Psicologia: Teoria e Prática, 23(1), 1-26.
Patto, M. H. S. (Org). (1997). Introdução à Psicologia Escolar. Casa do Psicólogo.
Reupert, A., Schaffer, G. E., von Hagen, A., Allen, K.-A., Berger, E., Büttner, G., Power, E. M., Morris, Z., Paradis, P., Fisk, A. K., Summers, D., Wurf, G., & May, F. (2021). The practices of psychologists working in schools during COVID-19: A multi-country investigation. School Psychology. https://doi.org/10.1037/spq0000450
Ritchie, T., Rogers, M., & Ford, L. (2021). Impact of COVID-19 on School Psychology Practices in Canada. Canadian Journal of School Psychology, 36(4), 358–375. https://doi.org/10.1177/08295735211039738
Schaffer, G. E., Power, E. M., Fisk, A. K., & Trolian, T. L. (2021). Beyond the four walls: The evolution of school psychological services during the COVID-19 outbreak. Psychology in the Schools, 58(7), 1246–1265. https://doi.org/10.1002/pits.22543
Schwartz, K. D., Exner-Cortens, D., McMorris, C. A., Makarenko, E., Arnold, P., van Bavel, M., Williams, S., & Canfield, R. (2021). COVID-19 and Student Well-Being: Stress and Mental Health during Return-to-School. Canadian Journal of School Psychology, 36(2), 166–185. https://doi.org/10.1177/08295735211001653
Soncini, A., Politi, E., & Matteucci, M. C. (2021). Supplemental Material for Teachers Navigating Distance Learning During COVID-19 Without Feeling Emotionally Exhausted: The Protective Role of Self-Efficacy. School Psychology, 36(6), 494–503. https://doi.org/10.1037/spq0000469.supp
Song, S. Y., Wang, C., Espelage, D. L., Fenning, P., & Jimerson, S. R. (2020). COVID-19 and School Psychology: Adaptations and New Directions for the Field. In School Psychology Review (Vol. 49, Issue 4, pp. 431–437). Routledge. https://doi.org/10.1080/2372966X.2020.1852852
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Publicado
2026-06-18
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Sección
Revisión de Literatura
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Derechos de autor 2026 Psicologia em Estudo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
As opiniões emitidas, são de exclusiva responsabilidade do(s) autor(es). Ao submeterem o manuscrito ao Conselho Editorial de Psicologia em Estudo, o(s) autor(es) assume(m) a responsabilidade de não ter previamente publicado ou submetido o mesmo manuscrito por outro periódico. Em caso de autoria múltipla, o manuscrito deve vir acompanhado de autorização assinada por todos os autores. Artigos aceitos para publicação passam a ser propriedade da revista, podendo ser remixados e reaproveitados conforme prevê a licença Creative Commons CC-BY.
The opinions expressed are the sole responsibility of the author (s). When submitting the manuscript to the Editorial Board of Study Psychology, the author (s) assumes responsibility for not having previously published or submitted the same manuscript by another journal. In case of multiple authorship, the manuscript must be accompanied by an authorization signed by all authors. Articles accepted for publication become the property of the journal, and can be remixed and reused as provided for in theby a license Creative Commons CC-BY.
Cómo citar
Bianca Fernandes de Souza, & Fabíola de Sousa Braz Aquino. (2026). A Atuação do Psicólogo Escolar na Pandemia da Covid-19: um Levantamento da Literatura. Psicologia Em Estudo, 31(1). https://doi.org/10.4025/542v2a30
