Valéria Nicolau Paschoal, Ph.D.

Av João Manoel, 600 – cj 306 B – Arujá/SP – Brazil

Phone: +55 (11) 4655-4159
Cell: +55 (11) 98016-7821

Valéria Nicolau Paschoal is a psychologist, family and couple psychotherapist, with a Master´s Degree in Clinical Psychology from Pontifícia Universidade Católica, São Paulo, Brazil (PUC-SP). Certified in Dialogic and Collaborative Practices by Interfaci, Houston Galveston Institute and Taos Institute. Team Member of INTERFACI (Family, Couple, Community and Individual Therapy Institute); Member of the Paulista Association of Family Therapy (APTF); Tutor of Monograph works at Postmodern Systemic Therapy training course at Movimento Institute, Florianópolis (Santa Catarina). She works with individuals, families, couples, adolescentes and children on her private practice and consults for schools.

She is the author together with Marilene Grandesso of the article “O uso de metáforas em terapia narrativa: facilitando a construção de novos significados” (The use of metaphor in narrative therapy: facilitating the construction of new meanings); and co-author of the chapter: “Construindo um olhar apreciativo entre casais: uma perspectiva colaborativa” (Building an appreciative look between couples: a collaborative perspective) with Derineisy Leão and Eliane Reis from the book “Práticas Colaborativas e Dialógicas em distintos contextos e populações: um diálogo entre teoria e práticas” (Collaborative and dialogic practices in different contexts and populations: a dialogue between theory and practices), edited by Marilene Grandesso and published by CRV, São Paulo, 2017.

Valéria is interested in the social and linguistic processes of self construction and in the development of new narratives that brings new meanings and new possibilities. In her Master´s degree dissertation “Learning to be and learning to live together: collaborative and dialogic practices in the scholar context“, she writes about the influence of the reflecting processes in this matter. This research is characterized as a research-action and it was based on the social construction and collaborative and dialogic practices, which were brought to create a space that would enable the improvement of relationships in the scholar environment. The search for a construction of a conversational context organized for the promotion of new types and qualities of connections between teachers-students and students-students evidencing two pillars: learning to be and learning to live together. The intervention had the proposition of building with the participants (teachers, students, their parents/or those responsible for them and the school group), new ways to be and to live together, re-affirming the social function of the school and its commitments with the transformation of the current reality.

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