THE IMPORTANCE OF SCHOOL PSYCHOLOGY IN THE BRAZILIAN EDUCATIONAL CONTEXT

Abstract

This article examines the importance of School Psychology within the Brazilian educational context, highlighting its historical development, theoretical foundations, and current challenges. The analysis reveals a significant shift from a traditional model—focused on psychometric assessment and the identification of individual deficits—to a critical, preventive, and institution-oriented approach. This transformation was driven by critiques of the medicalizing perspective and by the incorporation of theoretical frameworks such as those of Vygotsky, Piaget, Wallon, Saviani, and Paulo Freire, who understand learning as a social, historical, and cultural process. Consequently, the school psychologist moves from a diagnostic role to a mediating one, collaborating with teachers, administrators, families, and other professionals. The article also emphasizes the psychologist’s crucial role in promoting school inclusion, mediating conflicts, fostering socio-emotional development, and supporting democratic and accessible pedagogical practices. Furthermore, it highlights the ethical-political commitment of school psychologists to reducing educational inequalities and improving the quality of school environments. Finally, the study discusses the significance of Law 13.935/2019—which mandates the presence of psychologists in public basic education—and underscores the need for continued public investment and policies that ensure adequate conditions for their professional practice.