Historiografia e empatia: ações da Psicologia Escolar Crítica sobre as práticas de automutilação

ObjectiveIntervention research in the field of Critical School Psychology based on historiographical assumptions. The objective was to investigate the current meanings of non-suicidal self-harm in educational environments.MethodIn the workshops, psychology students were prepared to put themselves in the shoes of aperson with a history of non-suicidal self-harm. Later, these students wrote narratives about that person’s past, their current experiences and future expectations.ResultsAspects highlighted in the literature about the history of non-suicidal self-injury were also configured in the current meanings about self-mutilation described in the narratives ofPsychology students. Psychology students modified their meanings about non-suicidal selfinjury to empathize with people with this experience.ConclusionAs the historiographical approach aims to explain current situations anchored in past events, itfavors the planning of actions for educational environments committed to ethical and politicalaspects. The focus on empathy associated with a historiographical perspective on educationalprocesses can be a way to design actions in the field of Critical School Psychology, given itscommitment to the humanization of contemporary society.