SCHOOL PSYCHOLOGY AND LAW NO. 13.935/2019: WHAT SCIENTIFIC LITERATURE REVEALS TO US

Abstract

This article aimed to analyze academic output from stricto sensu graduate programs in Brazil regarding School/Educational Psychology in relation to Law No. 13.935/2019, covering the period from 2019 to 2025. A "state-of-the-art" review was conducted, surveying dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Theses and Dissertations Database of the Coordination for the Improvement of Higher Education Personnel (CAPES). Twenty studies were pre-selected, thirteen of which were analyzed. The results indicate a predominance of individualized and pathologizing approaches within the school context, characterized by holding students and their families responsible for the difficulties encountered and by the expectation that the psychologist's role be essentially clinical. Challenges regarding the implementation of Law No. 13.935/2019 were also identified, particularly concerning regulation, hiring, working conditions, and the recognition of professional duties. On the other hand, the studies point to opportunities to reinforce critical, collaborative, and interdisciplinary practices aligned with the institutional, social, and political conditions of education. It is concluded that the consolidation of School Psychology requires actions that go beyond the formal integration of these professionals, necessitating the strengthening of public policies and practices that promote the democratization of education.