ART AS A PSYCHOTHERAPEUTIC INSTRUMENT IN THE PRACTICE OF SCHOOL AND EDUCATIONAL PSYCHOLOGIST
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
School and Educational Psychology is today one of the fields of action within psychology and, just as there has been an evolution in the teaching-learning process in schools, there has also been a transformation in the psychologist's perspective about the student and its development. In this way, not only the theoretical conceptions have changed, but also the methodologies used, requiring from the professionals of education and psychology an adaptation in their practice, which sees the individual in an integral way. In view of this, this article sets out to present the relevance of art as a therapeutic function for the teaching-learning process, seeking as a theoretical basis the work of Nise da Silveira and the images of the unconscious. To do so, they looked for articles referring to the theme in a database such as Google Académico and Scielo, followed by a reading of the summary of the articles found to select those that addressed the proposed theme. It was concluded from this work that art as a tool for education enables processes of awareness of the being about their emotions and conflicts, as well as promotes their identification as active agent in the learning process, emphasizing the importance of an emancipating education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it