SCHOOL AND EDUCATIONAL PSYCHOLOGY IN PUBLIC BASIC EDUCATION

Abstract

The history of Psychology has always been linked to the history of the democratization of Education in Brazil. Therefore, based on Vigotiski's historical-cultural theory, which presupposes the social nature of learning, this objective research understands the role of Psychology in public basic education. To this end, we sought to understand the history of School and Educational Psychology in Brazil, investigated the possibilities for psychologists to work in public policies aimed at education through Law No. 13,935/2019, identified the challenges in terms of promoting discussions regarding School and Educational Psychology in the post-social isolation context in public basic education. And in field research it was possible to interview public education agents in the metropolitan region of Belo Horizonte. The research results were discussed and compared with the analysis of Law No. 13,935/2019, with the theoretical framework and with the CFP's proposals for the psychologist's role in basic education. This confrontation highlighted the absence of Psychology professionals in public schools and public education networks due to a lack of law regulation and investment at municipal and state levels, a heightened situation of inequality in public schools in the post-pandemic context, affecting students' fundamental rights. , and also, the crying need to implement multidisciplinary teams in public education networks in Brazil.