Psychological interventions with public secondary students mediated by Art

Vera Lucia Trevisan de Souza, Pontifícia Universidade Católica of Campinas, Higher Education Program of Post-Graduate Studies in Psychology, Campinas, São Paulo, Brasil

The psychologists Vera Lucia Trevisan de Souza, Lilian Aparecida Cruz Dugnani and Elaine de Cássia Gonçalves dos Reis developed a research-intervention with students of high school, in order to contribute to the challenges of teaching and training adolescents in high school, whose clipping is the subject of the article published in the Revista Estudos de Psicologia (Campinas, Vol. 35, No. 4), under the title Psychology of Art: fundamentals and practices for a transformative action. Researchers show that activities of an artistic and reflective nature promote the interest and involvement of young people in the debate on themes related to their current and future life. The intervention research involved 70 students, aged between 16 and 18, from two classes of the second year of high school at night. 16 meetings were held during two academic semesters of 2017, in which students discussed various topics of interest, involving life in the big cities, their daily activities – study, leisure and work, their future expectations, employment and profession, among others. The content and dynamics of the meetings alternated in appreciation of visual arts, films and documentary, listening to music, participation in workshops on employment and work, documentary production, paintings, drawings, music, poetry and biographies. The results demonstrate that the insertion of artistic activities with significant forms and content for adolescents mobilizes the expression of ideas and involvement in the debate of issues related to current and future life. Participants perceived that the future is produced in the present, by various constraints and by actions of which they also participate. It was also verified the contribution of the Psychology of Art in the promotion of the development of the subject, in its potential to make alive and to revive emotions and thoughts (GONZÁLEZ-REY, 2016; VYGOTSKI, 2006). The results show that students’ lack of interest in school can be overcome by interfering with the way knowledge is presented and the sources of information and reflection are expanded, inserting languages ​​that favor imaginative and authoring processes (VIGOTSKI, 1999). Research innovates in two dimensions: in the method, which unites research and intervention as a way of changing reality, and in psychological practices directed at the collective, in partnership with educators.


GONZÁLEZ REY, F. Vygotsky’s concept of perezhivanie in The Psychology of Art and the final moments of his work: Advancing his legacy. Mind, Culture and Activity, v. 23, n. 4, p. 305-314, 2016. ISSN: 1532-7884 [reviewed 5 November 2018]. DOI: 10.1080/10749039.2016.1186196. Avaliable from:

VIGOTSKI, L. S. Psicologia da arte. São Paulo: Martins Fontes, 1999. (Originalmente publicado em 1925).

VYGOTSKI, L. S. El desarollo del pensamento del adolescente y la formación de conceptos. In: VYGOTSKI, L. S. Obras escogidas: paidologia infantil. Madrid: A. Machado Libros, 2006. v. 4, p. 11-46. (Originalmente publicado en 1931).

To read the article, access

SOUZA, Vera Lúcia Trevisan de; DUGNANI, Lilian Aparecida Cruz  and  REIS, Elaine de Cássia Gonçalves dos. Psicologia da Arte: fundamentos e práticas para uma ação transformadora. Estud. psicol. (Campinas) [online]. 2018, vol.35, n.4, pp.375-388. ISSN 0103-166X. [viewed 12 December 2018]. DOI: 10.1590/1982-02752018000400005. Available from:

External link

Estudos de Psicologia (Campinas) – ESTPSI:


Como citar este post [ISO 690/2010]:

SOUZA, V. L. T. Psychological interventions with public secondary students mediated by Art [online]. SciELO in Perspective: Humanities, 2018 [viewed ]. Available from:


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