FORMATION OF LATIN AMERICAN SCHOOL AND EDUCATION PSYCHOLOGISTS IN SCIENTIFIC JOURNALSABSTRACT
This research aims to contribute to the topic of psychologists training to work in the educational field in Latin America. To this end, academic articles published in open access Latin American journals from 2000 to 2020 were analyzed. In this way, 54 journals were identified and, of these, 32 published articles about the psychologists’ training (N=238). Of this set, 15 magazines published articles about the psychologists’ work in the educational field (N=39), analyzed based on the following axes: Latin American political, social and cultural context; training proposals, as well as the challenges to be faced to improve the quality of this training. It is considered that the current training model focuses on the articulation between science and profession, as well as, in the case of School and Educational Psychology, the ethical-political commitment of training to education, social inclusion and confronting social inequalities in Latin America.
Keywords:
undergraduate education in psychology; curriculum; school psychology
RESUMO
Esta pesquisa tem por objetivo contribuir com o tema da formação de psicólogos para atuar no âmbito educacional na América Latina. Para tanto, foram analisados artigos acadêmicos publicados em revistas latino-americanas em acesso aberto no período de 2000 a 2020. Identificaram-se 54 revistas e, destas, 32 publicaram artigos sobre a formação de psicólogos (N=238). Deste conjunto, 15 revistas publicaram artigos sobre a atuação de psicólogos no âmbito educacional (N=39), analisados a partir dos seguintes eixos: contexto político, social e cultural latino-americanos; propostas de formação, bem como os desafios a serem enfrentados para a melhoria da qualidade desta formação. Considera-se que o modelo de formação em voga centra-se na articulação entre ciência e profissão, acrescido, no caso da Psicologia Escolar e Educacional, do compromisso ético-político da formação com a educação, com a inclusão social e com o enfrentamento das desigualdades sociais na América Latina.
Palavras-Chave:
formação em psicologia; currículo; psicologia escolar
RESUMEN
En esta investigación se tiene por objetivo contribuir con el tema de la formación de psicólogos para actuar en el ámbito educacional en América Latina. Para tanto, se analizaron artículos académicos publicados en revistas latinoamericanas en acceso abierto en el período de 2000 a 2020. Se identificaron 54 revistas y, de estas, 32 publicaron artículos sobre la formación de psicólogos (N=238). De este conjunto, 15 revistas publicaron artículos sobre la actuación de psicólogos en el ámbito educacional (N=39), analizados a partir de los siguientes ejes: contexto político, social y cultural latinoamericanos; propuestas de formación, así como los desafíos a ser enfrentados para la mejora de la calidad de esta formación. Se considera que el modelo de formación en boga se centra en la articulación entre ciencia y profesión, acrecido, en el caso de la Psicología Escolar y Educacional, del compromiso ético-político de la formación con la educación, con la inclusión social y con el enfrentamiento de las desigualdades sociales en América Latina.
Palabras clave:
formación en psicología; currículo; psicología escolar
INTRODUCTION
Education in Latin America constitutes itself as an important and challenging field when we assess educational data. The development of a system that is formative of new generations, and that is emancipating, accessible, and inclusive requires the institution of financial and human investment for the elaboration of comprehensive policies that combat educational exclusion and poor-quality teaching, which affects millions of children, adolescents, and adults. Education as a human right and instrument for social justice is internationally recognized since the Universal Declaration of Human Rights in 1948 (UN, 1948).
Education in Latin America has been the object of a study by international organs, dissertations, and theses for decades (Bittelbrunn, 2013). The Organización para la Cooperación y Desarrollo Económicos - OCDE (Organization for Economic Cooperation and Development), The Comisión Económica de las Naciones Unidas para América Latina y el Caribe - CEPAL (Economic Commission of the United Nations for Latin America and the Caribbean), the World Bank, and other organizations regularly produce reports on the areas of education and innovation with comparative data that highlight the size of the challenges that must be faced in order to develop quality basic education in Latin American countries. In 2014, CEPAL, UN and OCDE elaborated a document entitled “Perspectivas Económicas de América Latina. Educación, Competencias y Innovación para el Desarrollo”, (Economic Perspectives of Latin America. Education, Skills and Innovation for Development), which highlights problems related to access and permanence in education. The report announces that access to Elementary School (1st to 9th year of elementary school in Brazil) reaches enrollment rates of 94%. However, at the secondary level, the rates fall to 72%, and 50% of the enrolled students fail to complete this stage. On the other hand, despite the considerable amplification of access to education, low-quality teaching produces serious consequences: 48% of the students who accessed elementary school are considered functionally illiterate, and do not meet the minimum criteria for full literacy that are established by the CEPAL (Souza, 2020; Costa & Souza, 2020).
In this context, Student failure constitutes itself as an important object for study in school and education psychology, and it must be analyzed as a complex process that has a strong presence in reports on the permanence of students and the quality of education. Brazilian studies demonstrate that the schooling process is constituted by cultural, political, social, pedagogical, institutional, relational, and economic dimensions that directly or indirectly affect life in the school environment, pedagogical practices, and schooling processes. (Patto, 2015; Souza, 2016).
Considering the ethical political commitment of psychology with human rights, with human development, and with social justice, we understand that psychologists present themselves as important actors in the implementation and the development of quality Basic Education. In this sense, recognizing the importance of the formation of psychologists as well as their principles for practice in the field of education is a fundamental condition for the improvement of quality in school relations, and in the constitution of programs that solve issues of ethnic-racial discrimination, of discrimination based on gender, religion, or social class, and in actions that promote learning and human development. Recently in Brazil, there have been relevant discussions on the practice of school professionals in basic education in an effort to characterize school as a concrete space for education or policies, teacher formation, and pedagogical practices (CFP, 2019).
Regarding this scenario, the present research aims at getting to know how the professional formation of psychologists is affected by such challenges and what proposals are elaborated so that psychologists can better understand and exercise their professions and the educational reality of Latin America, considering that public policies are more advanced when it comes to access but that they are still insufficient when it comes to the social quality of teaching that is offered to students at all ages (De Sordi et al., 2021).
If we want to better understand the role played by formation in psychology when it comes to facing issues that are related to the reality of Latin American education, we must consider its history. Undoubtedly, the formation of Latin American psychologists establishes itself as a fundamental dimension for professional practice, since the profession became regulated in Latin America and gained greater visibility in the 1960s.
The first Latin American conference on formation in psychology was realized in 1974, in Bogota, by Rubén Ardila, establishing model for the formation of Latin American psychologists. Now, a description of the model:
Latin American model of formation in psychology presented at the Latin American conference on formation in psychology, realize that in 1974, in Bogota.
This conference presented a diagnosis of the situation of formation in psychology teaching in Latin America, and produced criticisms to the emphasis given to clinical formation and adopting that so-called Latin American model of formation, based on two inseparable axes: science and profession (Gallegos, 2010).
The preoccupation with matters that involve formation and teaching was the motivation for the creation of diverse institutions such as the Consejo Nacional para la Enseñanza e Investigación en Psicología (National Council for teaching and research in psychology) (CNEIP: México, 1971), Associação Nacional de Pesquisa e Pós-Graduação em Psicologia (National Association of research and postgraduation in psychology) (ANPEPP: Brazil, 1983), Comissão de Especialistas em Ensino de Psicologia (Commission of specialists and psychology teaching) (CEEP: Brasil, 1997), Associação Brasileira de Ensino de Psicologia (Brazilian association of psychology teaching) (ABEP: Brasil, 1998), Asociación Colombiana de Facultades de Psicología (Colombian association of psychology colleges) (ASCOFAPSI: Colombia, 1986), Asociación de Unidades Académicas de Psicología (Association of psychology academic units) (AUAPsi: Argentina, 1991), Red Nacional de Unidades Académicas de la Psicología Chilena (national network of Chilean psychology academic units) (RNUAPSICH: Chile, 1994), Asociación Chilena para la Formación Académica y Profesional en Psicología (Chilean association for academic and professional formation in Psychology) (ACHIFAPs: Chile, 2006) (Gallegos, 2010). This model, invented in the 1970s, structured the formation of psychologists in Brazil, as well as the system of psychology councils, an autarchy that regulates, provides guidelines, and supervises the profession in the country.
Regarding the practice of psychologists in education, formation is based on this model but presents its own peculiarities. Considering this trajectory between the inauguration of the model of formation and nowadays, we wonder what the foremost issues are for those who do research and practice in the teaching of school and education psychology. Thus, this research presents an investigation and an analysis on the academic production in the beginning of the 21st century so that we can better understand the current scenario of this discussion.
Getting to know the proposals for formation of psychologists in Latin America is in the best interest of school and education psychology, because we will be able to better understand, based on the obtained data, influence of the guidelines by organs of international cooperation in the formative models that are present in the university psychology courses; Curricular structures and pedagogical projects that are currently being developed; challenges and needs in professional formation in the realm of school and education; theoretical and methodological tendencies in psychology courses and regarding school and education psychology; possibilities for practice in the field of education for facing schooling difficulties; professional insertion in the field of education; teaching in high school and other relevant aspects of the discussion. Considering the fact that all these aspects are fundamental for the comprehension of professional formation, this article limits itself to the presentation of data and the discussion around scientific articles that discuss formation in school and education psychology, referring to the comprehension of influences of the political and social context of Latin America, as well as the challenges posed on the way to formation.
METHOD
The theoretical-methodological conception is based on discussions of critical perspective in Brazilian school and education psychology, which considers formation in psychology as based on three pillars: the commitment of psychology with the fight for a democratic school with social quality; epistemological rupture related to the adaptationist vision of psychology; and the construction of a psychological praxis regarding school complaints (Checchia & Souza, 2003).
The general objective of this research is to get to know the formation of psychologists presents itself in the field of Latin American education and construct a database for digital publications in psychology, which are edited in Latin America with open access. In order to do it, researchers use as source of data, the digital bases of available periodicals with open access: SciELO, Pepsic, Redalyc, Lilacs, virtual pages and the websites of scientific journals from all over Latin America, focusing on the period from 2000 to 2020.
This research is a literature review and was developed by means of the following methodological procedures: a) survey on Latin American psychology periodicals available with open access; b) identification of articles on the theme of psychologist formation, published in the last 20 years; c) identification of articles that, although they do not directly report the formation of psychologists, they do mention formation as fundamental for professional formation; d) identification and analysis of articles that mention the formation of psychologists to work in the field of education; e) elaboration of a worksheet that identifies and organizes the selected articles.
For the identification of articles on the theme of psychologist formation, researchers use thus defined keywords in Spanish and in English: School Psychology Curriculum, School Psychology, Educational Psychology; Psychology Teaching, Enseñanza de Psicología; Higher Learning, Enseñanza Superior; Curricular Guidelines, Planes de Estudios, Study Plans; Higher Learning, Educación Superior; and Disciplines, Asignaturas.
The listed articles, based on the methodology described above were compiled in an excel worksheet, in which there is the information that was obtained and characterized in the following way: Title of the publication where the article can be found, Title of the article, APA Reference of the article, Abstract, Access link and Themes in each of the selected articles, thus identified: Curriculum; General Formation; Intervention; Teaching Methodology; Performance; Inclusion; Essay; School Education; Relation among Peers at School; School-Community Relation; Psychological Health; Instrument Validation. Such themes were put together according to the following Theme Axes: general formation; curriculum, formative practices and inclusion policies.
RESULTS
In this item, there is a presentation of the set of information obtained by means of the survey on psychology scientific periodicals that are published with Open Access in the following platforms SciELO, Pepsic, Redalyc, Lilacs, virtual pages and the websites of scientific journals from all over Latin America, in the period from 2000 to 2020 and that refer to the formation of psychologists, as well as psychologists to work in the area of education. It gets started with the presentation of the set of analyzed periodicals as well as the articles identified in them according to: nationality, relevance, and theme axis.
54 articles were identified in the scientific periodicals with Open Access, distributed in the following way according to their nationality: Brazil (N=27, 50%), Colombia (N=10, 18,5% ), Peru (N=03, 5,5%), Argentina (N=03, 5,5%), Uruguay (N=03, 5,5%), Chile (N=2, 3,7%), Mexico (N=2, 3,7%), Latin American countries (including several countries) (N=1, 1,85%), Puerto Rico (N=1, 1,85%), Costa Rica (N=1, 1,85%) and Cuba (N=1, 1,85%).
In this set of publications, 32 scientific journals contained articles that refer to aspects that constitute: the formation of psychologists; the formation of psychologists to work in the field of education, or that mention formation as an important dimension to be explained on the studied theme.
The set of selected articles on the formation of psychologists was organized into four groups: GROUP I (GI, with 108 items): Articles that clearly report the formation of psychologists expressing diverse issues, blank spaces, or describing formative models; GROUP I-B (GIB, with 39 articles): Group of articles that report the formation of school and education psychologists expressing diverse issues, blank spaces, or describing formative models. GROUP II (GII, with 130 items): Articles that do not demonstrate as central objective the formation in Psychology, but mention the importance of this formation for professional practice. The total number of items included in groups I, I-B, II is 238 articles.
The 39 articles identified with the formation of psychologists to work in the field of schools and education (GI-B) can be found in periodicals with the following nationalities: 29 Brazilian articles (74,3%), 3 Chilean articles (7,6%), three Cuban articles (7,6%), three Latin American articles (7,6%) and one Mexican article (2,5%).
Concerning the theme axes, the articles are put together in the following way according to Graphic 1:
In this graphic, the 39 compiled articles are put together in the following way: 22 (56,4%) are dedicated to information in general; 7 (17,9%) are related to discussions on the curriculum; 6 (15,3%) on practices developed by means of internships and extension activities, and 4 (10,2%) articles are about inclusion policies.
In the following session, we will assess data presented in terms of theoretical conceptions, challenges, and trends in the area for the practice of psychologists in the area of School and Education Psychology.
DISCUSSION
One of the highlights in this research refers to the number of publications with Open Access in the area of psychology in Latin America. We identified 54 scientific journals in the following countries: Brazil, Colombia, Argentina, Uruguay, Chile, Mexico, Costa Rica, and the Cuba, in addition to the ones that constitute the União Latino-americana de Psicología - ULAPSI (Latin American psychology union), made-up of entities from Argentina, Bolivia, Brazil, Chile, Colombia, Cuba, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Paraguay, Peru, Puerto Rico, and Uruguay. Thus, it is considered that the policy of Open Access is fundamental for research, providing access to scientific production, democratizing access to knowledge, and constituting itself as fundamental for analysis of themes or referring to the area of psychology.
Another important aspect to emphasize refers to the fact that the theme of formation of psychologists, since the 1970s, has been relevant in the set of research works in psychology. The strong presence of this discussion - 238 articles -, can be observed in the organization of two entities that focus specifically on the formation of psychologists in Latin America: the ABEP1 - Associação Brasileira de Ensino de Psicologia (Brazilian association of psychology teaching) (1999) and the ALFEPSI4, Associação Latino-americana para a Formação e Ensino de Psicologia (Latin American and association for the formation and teaching of psychology), 2011 (ALFEPSI, 2020), promoting specific events, publications, and activities that focus on professional formation according to the websites. Regarding the ABEP as a national entity, it was founded on May 28th 1999, in the city of Brasilia and its objective is to develop and improve the teaching of psychology congregating individual and institutional associations. Concerning the ALFEPSI (2011), the entity was constituted in the city of Cajamarca, Peru, on May 20th 2011, as a network of academic articulation come on institutions that provide formation for psychologists, by means of bachelor degrees and postgraduation programs, and that have their headquarters in countries in Latin America and expressed their commitment to their principles.
Among the obtained data, it is possible to observe a predominance of Brazilian publications in the analyzed periodicals, being numerically superior in all that are presented. They probably express 2 policies implemented in the area of science and technology in Brazil, the results of which are positive for the organization and promotion of scientific knowledge: a) Constitution of a Sistema Nacional de Pós-Graduação (National Postgraduation System), Realized by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES (Coordination for the improvement of higher education personnel) from the Ministry of Education by means of the Sucupira Decision from the Conselho Federal de Educação (Federal Education Council) no. 977/65; b) national policy of Open Access to scientific journals, implemented by the SciELO, and kept by the FAPESP - Fundação de Amparo à Pesquisa do Estado de São Paulo (Foundation for support to research by the state of Sao Paulo) and by the Conselho Federal de Psicologia (Federal Psychology Council), by means of the Biblioteca Virtual de Psicologia - BVS-Psi (Virtual psychology library), in partnership with the BIREME, constituting the PEPSIC database, with SciELO methodology.
Regarding the assessed articles, the following aspects can be highlighted: a) the most important theme axes; b) the comprehension of how the political, social, and cultural context of Latin America interferes in this area of knowledge; and c) proposals and challenges for the formation of psychologists in Latin American countries.
Analyzing the predominant theme axes in the discussion of the formation of psychologists to work in education, it is possible to observe a set of articles that comprehends three great dimensions of this formation: a) dimension of personal development of the psychology student in terms of competences, skills, ethical-political issues, the social dimension of this formation and proposals for improvement in academic performance; b) the curricular dimension and the professional practices, in which they highlight the content to be learned, the curricular experiences in Latin America and proposals for intervention that refer to social issues in the formation, represented by the supervised internships of university extension; c) the dimension of the public policies of inclusion and of mental health that, although fewer in number, reveal the importance of this trend in the formation of school and education psychologists.
Specifically concerning this article, the most important analysis will be on the comprehension of the influences of the political and social context in Latin America as well as on the challenges and proposals for formation.
The importance of the Latin American political, social, and cultural context for the formation of psychologists in the field of education was one of the most highlighted points in the analyzed articles. The researchers focus their foremost criticisms on formative conceptions that disregard the historical and social context, and the dichotomy between theory and practice, in addition to highlighting the ethical role played by scientific knowledge. In this perspective, it is possible to highlight the article by Asbahr, Martins and Mazzolini (2011), which points at the need to understand the educational reality of Latin America, lest we will reduce school phenomena to matters that are merely psychological, or even pathological. Such a reductionism produces the blaming of students, disregarding the high rates of failure and school evasion in Latin America, ignoring the reality in which the student is inserted.
Concerning the dichotomy between theory and practice, the most important criticisms are explored in the article by Neves, Almeida, Chaperman and Batista (2002), which points are the fact that the graduation students in psychology have little or no contact whatsoever with the school realities in their countries contributing to the pathologization of problems related to school complaints, like historical and social determinations that act in the educational context of Latin America.
The questioning of a formative project that is utilitarian and business-like, and that hinders the predominance of essential ethical debates towards a less self-referring psychology that looks at the reality of each country in a critical way and takes into consideration the social function of education, is present in the article by Catalán (2006).
Thus, the defense presented by the discussions in the area focuses on the relevance of the social, historical, and cultural dimension in the production of knowledge, in the interventions, and in the curricula. Consequently there is a search for a comprehension of formation that is more suitable to the reality of countries in the movement of overcoming challenges that is more constructive and in the search for formative actions that lead to a critical comprehension of the educational reality, based on theory, according to Javier Peña Sánchez (2014).
To several authors, the presence of themes such as social inequality and violence is fundamental. They appear in diverse articles, and practically constitute themselves as commonplace, with deep implications in the theories and practices developed in the region. An article that explores well the issue presented in the Chilean context is the one by Andrade and Aguilar (2013). Thus it is important to emphasize that, most of the times, emancipation appears as a trend, induced by a critical analysis of the reality experienced in Latin America, but these themes are almost always interconnected when it comes to work in the educational field.
The formation of psychologists in the area of education within the Latin American context is a complex theme, which can be approached in many different ways and perspectives. Due to the diversity of the theme, and the extension and the complexity of Latin America, there are many challenges in the search for a formative process: Social political issues, historical legacies, geographic extension, and the epistemological diversity of psychology or some of the numerous factors that affect the formation of psychologists in the area of education.
The epistemological diversity of psychology and its implications on the elaboration of curricula is a challenging factor which is directly or indirectly present in the diverse articles in the studied database (Bock, 2014; Neves, Almeida, Chaperman, & Batista, 2002; Sánchez, 2014; Santos, Menezes, Borba, Ramos, & Costa, 2017; Silva et al., 2016). The diverse conceptions of subject and object, the variety of approaches, and the production of multiple, and occasionally contradictory, knowledges enriches and makes the study of psychology more complex and more difficult, in addition to adding more complexity to the formation of a university program. Neves et al., (2002) explain and discuss some of the implications of this plural epistemology, highlighting the “lack of a consensus regarding the formation of school psychologists due to the diversity of curricula and theoretical practical models in psychology courses” (Neves et al., 2002, p. 13). According to the authors, there is a great distance between the demands of everyday life at school and the theoretical role played by psychologists. The authors believe that it was impossible to “outline a profile of these professionals according to the diverse theoretical schools” (Neves et al., 2002, p. 13). Both factors could be related to the aforementioned variety of curricula and theoretical practical models. Such matters are deep because of a contradiction between a model of course is that is anchored on the prioritization of supporting the country’s necessities and a model of institutional academic architecture that is anchored on the appreciation of internationalization of higher learning, Based on the reform proposal of the federal government (Cf. Introduction, MEC/CNE, 2003; art. 44 of Law Project 7200, Brazil, 2006)”, according to what was demonstrated in the article by Feitosa (2007, p. 102).
Concerning information for teaching in psychology, the epistemological diversity also becomes a challenge. The large number of areas of knowledge related or contemplated by psychology or by the psychological practice demands from teachers, simultaneously, a comprehensive view of the existing epistemologies and their concepts, some knowledge regarding their historical trajectories, and a critical perception that leads to a general discussion of their aspects; - In addition to, of course, in-depth knowledge on a specific area of practice. All the competencies are prerequisites and must necessarily be followed by a pedagogical formation that facilitates the transmission of all these plural knowledges in the most efficient, enticing and horizontal way possible (Sekkel & Machado, 2007). It is also possible to observe a specific preoccupation with the improvement of basic education aiming at further democratization of access to public university.
In diverse articles there is a debate regarding the educational place of psychology highlighting the fact that the formation of psychologists takes place because of the necessity for social inclusion and democratization of learning at schools. However, according to some authors, there is still some overlapping of functions among professionals that work in the area. One article that focuses on this issue is the one by Dazzani (2010), in which the following challenges are raised: a) the problem of democracy, of human rights, and social inclusion in current societies; b) the task education and our formal school in the consolidation of democracy and in the defense of human rights and c) the importance of the debate on the place of psychology in the achievement of education for democracy.
The activity of teaching for the critical formation of school psychologists, by means of an inclusive education, highlighting the importance of the supervised internships and continued formation, is the object of discussion in the articles by Dazzani (2010) and Asbahr (2014), because they are present in the texts regarding the social nature of the individuation process as well as the challenges of learning.
The articles by Andrade and Aguilar (2013), Nasciutti and Silva (2014) and Scrivano and Bicalho (2017) point at the predominance of supposedly technical objectives in curricula as a challenge. Search objectives prioritize the development of cognitive functions at the expense of ethical or even critical formation. This formative mode appreciates learning as a conservative institution, with less emphasis on the processes and knowledges that lead to social change. Thus, there is a delay in education as a dynamic element in the sociopolitical texture of society and the creative dimension gives way to aspects that prioritize the continuity of established systems.
Among the selected articles, there is a perception that the formation of psychologists that focuses on professional practice in school environments is not a priority within psychology graduation courses. The research by Santos, Menezes, Borba, Ramos and Costa (2017), by analyzing 19 works from 1988 to 2011 identified the need to “ develop research works and improve knowledge in the area of school psychology, especially regarding curricula and the methodology used to teach content’’. (p.1); as well as the absence of specialization in the area. There is a strong preoccupation with the absence of courses of postgraduation or even continued formation on school psychology.
The formation played by education is understood as a fundamental part that complements its aspect of perpetuation and culture and acts as a catalyzing element for social change; in the fight against social inequality. In this sense, a critical and detailed study on school complaints, as well as on the production of student failure, constitutes itself as an essential element for the comprehension of the challenges faced in the reality of Latin American educational context, drawing attention to the notions established in health, quality of life, and citizenship. Thus, a formation work towards the construction of respectable view of social, economic, and the political contexts of society becomes a fundamental challenge. In this same direction, it is possible to observe agreement with the document by the CFP on the formation of psychologists (2012), questioning the direction that professional formation must take so that it will be able to comprehend the complexity of social problems.
FINAL CONSIDERATIONS
We finished this article by retaking the established discussions of Latin American psychology in the 1970s. The consensus model presented in the I Conferência Latino-Americana sobre Formação em Psicologia (First Latin American Conference on Formation in Psychology, by Rubén Ardila (Gallegos, 2010), highlighted the necessity for formation that articulates science - understood as the theoretical and methodological basis of knowledge that underlies psychology - in combination with other professional practices to be developed by means of areas of application. Education is one of them. Thus, after 50 years of this conference, we can consider, by means of the articles dedicated to the formation of psychologists in the area of education, the continuity of this model.
But what science are the researchers in the area of school and education psychology talking about? This is an important issue that we could find in the analyzed articles: the search for a science that is based on a commitment with human development, and that promotes social inclusion and the facing of social inequalities, inserted in the public policies, by means of critical thinking and an ethical-political practice.
Regarding the professional dimension, the articles express experiences in the field of the formation of psychologists to work in education and in teaching, with qualified practices that are based on the principles of social inclusion, why are recognizing social, political, economic, and Latin American contexts.
There are many challenges to be faced in Latin America. The increasing social inequality, authoritarianism, violence, and racism make us question instituted knowledges. In the Brazilian situation, the approval of Law number.13.935 (2019), constitutes a new educational public policy that will demand formation in psychology: a) the comprehension of the social and political reality of the public networks of basic education; b) this strategy is in the work of multi professional teams and c) the comprehension of the work of the network of social protection and intersection actions. It is also possible to highlight the fact that the democratic process of discussion in Brazil of the implementation of national curricula guidelines all the psychology courses in the editions of 2004, 2011, and 2018, revealing a search for consensus and of an ethical political social project for formation in its diverse areas and processes, including educational processes according to the analysis of Souza, Checchia, Ramos, Toassa, Silva and Brasileiro (2020). Therefore, the formation of psychologists to work in the field of education will need to appropriate social reality, using psychology tools that lead to a comprehension of historical processes, using the tools of psychology that lead to a comprehension of historical processes, power relations, and human development.
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