A Constituição Federal de 1988 estabelece que a criança brasileira seja um sujeito de direitos, sendo um destes o direito à Educação. Desde então, leis foram instauradas visando proporcionar à criança uma Educação gratuita e de qualidade desde o seu nascimento. Para tanto, instituições de Educação Infantil são estabelecidas e os profissionais envolvidos têm suas práticas norteadas por políticas públicas educacionais. Inserida neste contexto, a Psicologia vem redefinindo sua atuação, deslocando-se de uma prática historicamente segregadora no campo educacional para uma atuação que busca considerar o contexto escolar como um todo. Este trabalho, resultado de um estudo qualitativo bibliográfico, objetivou refletir sobre a atuação do(a) psicólogo(a) escolar na Educação Infantil, frente às políticas públicas estabelecidas para este campo. Pôde-se perceber a amplitude da atuação deste profissional no contexto da Educação Infantil e também o alinhamento tão necessário entre os princípios norteadores das políticas públicas para Educação Infantil e aqueles que norteiam a atuação do(a) psicólogo(a) como profissional, principalmente no que diz respeito à busca por condições de cidadania dos sujeitos que fazem/frequentam a Educação Infantil. Palavras-chave: Educação Infantil. Políticas Públicas. Psicologia Escolar.

Resumo: O artigo apresenta o relato de uma experiência vivenciada em uma escola, por um grupo de estudantes de graduação em psicologia que, diante de uma proposta de extensão derivada da disciplina curricular, decidiram aproveitar a oportunidade para se lançar no campo e construir a partir dos encontros uma experiência cartográfica, princípio constituinte do rizoma, conceito nascido na botânica e importado por Gilles Deleuze e Félix Guattari para compor sua filosofia da diferença. Propomo-nos a fazer um relato tal como se estivéssemos a escrever em um diário de campo, cartografando os afetos que nos atravessaram, esboçando nossos encontros com o campo, com a equipe e as crianças da escola, alinhando nosso saber-fazer com as ideias de Deleuze e Guattari. Por fim, contamos acerca do andamento da oficina CriançARTE, suscitando reflexões acerca dessa produção coletiva que só foi possível por estarmos em constante atravessamento com um modelo rizomático-cartográfico de fazer pesquisa-intervenção.Palavras-chave: rizoma; cartografia; arte; criança. Abstract: The article presents the report of an experience lived in a school by a group of undergraduate psychology students who, faced with a proposal for an extension derived from the curricular discipline, decided to take advantage of the opportunity to launch themselves in the field and build from from the encounters a cartographic experience, constituting principle of the rhizome, a concept born in botany and imported by Gilles Deleuze and Félix Guattari to compose their philosophy of difference. We propose to make a report as if we were writing in a field diary, mapping the affections that crossed us, outlining our encounters with the field, with the team and the children of the school, aligning our know-how with the ideas by Deleuze and Guattari. Finally, we talk about the progress of the CriançARTE workshop, raising reflections about this collective production that was only possible because we were in constant crossing with a rhizomatic-cartographic model of doing research-intervention.Keywords: rhizome; cartography; art; child.

Teaching should be one of the most relevant professions for today's society, but what has been observed is its decline and devaluation. The consolidation of this profession in the context of Brazilian education was marked by advances and setbacks that sometimes threatened the interests and projects of a ruling class. In this context, the teacher was also constituting himself, as a subject in the social as a professional of Education, based on what he believed and conceived as important for the construction of his subjectivity. Therefore, this paper aims to understand how the construction of the subjectivity of this teacher has occurred in the course of the professional teaching career in the Brazilian context. Through a theoretical study of a qualitative nature, a historical survey of Education and the teacher was first made in the Brazilian context, in a second moment to understand how could the construction of the subjectivity of this professional to date. Given the findings, it was understood that this education professional was / is subject to the effects of political / economic interests / organizations, which has resulted in the construction of a subjectivity absorbed by a system that strives for productivity to the detriment of intellectual growth itself. This construction takes place in an existential territory where there is a diversity of bonds, relationships and actions, so understanding these different processes of subjectivation in the context of teaching, reflecting and dialoguing about them can open doors to invent other ways of being and work as teacher.

This article aims to present the results of a study that sought to problematize the issue of school coexistence from the perspective of the construction of subjectivity. For that, a bibliographical research was carried out regarding the concept of subjectivity, looking for possibilities to broaden the reflection about the school coexistence. Thus, through a brief historical contextualization about the processes of construction of subjectivities and the school institution as we know it, it was possible to understand that this is configured as a space not only for transmitting objective knowledge from the disciplines, but also as a place of socialization in which all the subjects involved are subjectivated. It can be seen that the fragmentation of the school prevents the development of a global perception, leading to an increase in the degree of anguish, loneliness, isolation and consumerism, characteristic factors of subjectivity called capitalism. As a result of the fragility of the relationships, in school coexistence, there are frequent actions of exclusion, disrespect and resistance. Therefore, the need to think about democratic coexistence becomes fundamental for the construction of active subjects and increasingly able to take into account the values of the collectivity.