Psicologia na escola

a violação dos direitos humanos e a construção da subjetividade no contexto escolar

Abstract

This article arises as to the result of research whose central matter is the violation of human rights and the construction of subjectivity in the school context considering the contribution of Psychology. The general objective of the research was to understand how the exercise of these rights influences the construction of subjectivity in schools and the role of Psychology in this scenario. Bibliographic research was developed involving books, monographs, and articles on the subject focusing on the perspective of historical Social Psychology, taking Vygotsky as a central reference. As a result, we realized that subjectivity is constituted from the material, political, economic, historical, and social context. The research focused on the school, as it is understood here as a socio-cultural space that also fulfills a social function and the transformation of subjects. We identified children and adolescents’ rights complying with the Brazilian law and found that their exercise or violation may have an effect on the construction of subjectivity. Thus, we highlight the importance of the professional of Psychology in schools and in Public Education Policies, considering their role and social commitment, with the less favored Brazilian population and with the guarantee of the exercise of human rights in the school environment.