BarBosa LMsRev. Psicopedagogia 2021; 38(117 Supl 1): 90-103102CONSIDERAÇÕES FINAISAssim, com dez aprendizes e suas famílias, houve um início, um fazer, um caminho que ain-da não havia sido trilhado em Psicopedagogia; durante o percurso, alguns receberam alta por ter melhorado, outros saíram por necessidades do contexto familiar, e novos aprendizes chegaram.Assim, esse caminho foi feito ao caminhar, uti-lizando o ECRO da Epistemologia Convergente, já existente e que sustentou o processo, numa nova paisagem, a qual exigiu aprendizagens da psicopedagoga, como pessoa e profissional, e dos aprendizes e suas famílias. Compartilhar esse período histórico, no qual foi preciso permanecer em afastamento físico, possibilitou encontrar novas formas de proximidade social e relacional para aprender. SUMMARYThe construction of a doing in Psychopedagogy motivated by the Pandemic in 2020/2021

Abstract

This experience report presents a path walked by the author and ten apprentices, aged between 6 and 13 years, in the period of one and a half years of COVID-19 Pandemic in Brazil, from March 2020. Its intention is to show how the existence of an Operative Referential Conceptual Scheme (ECRO), in which the psychopedagogy professional is anchored, gives security to face the novelties coming from the learner, his family, the psychopedagogue or even those imposed by the environment. The author relies on the praxis scheme in Psychopedagogy, proposed by The Convergent Epistemology of Jorge Visca. Starting from the ECRO of this theoretical and practical proposal, which considers the learner as a subject in a learning situation, it was possible to face the unusual. From the knowledge and the experiences, in the process of active adaptation, two non-face-to-face paths were constructed: a) accompaniment in Psychopedagogy, aimed at younger and more confused apprentices with the situation; b) psychopedagogical care, for apprentices who were already living the possibility of understanding the situation a little better and were in the process of discharge, as well as for an apprentice who would start the process of psychopedagogical care already in the online modality and, therefore, without conditions to establish comparations with a face-to-face care. For this, the first element used was the framework, which involved the family, the apprentice and the psychopedagogue. Both paths were described and it was concluded that advances were possible, considering the analysis of the situations experienced and the construction of necessary solutions based on a conceptual scheme.