SCHOOL AND EDUCATIONAL PSYCHOLOGY IN PIAUÍ: TRAJECTORY AND PRACTICE IN PUBLIC SCHOOLS

Abstract

This article aimed to analyze the trajectory and practice of School and Educational Psychology in the state of Piauí, focusing on the context of public schools and the contemporary challenges of school inclusion. This study consists of a narrative literature review with a qualitative approach and an exploratory-descriptive design, grounded in scientific publications that articulate Psychology, Education, and Educational Public Policies. The analysis highlights the gradual overcoming of clinical and individualizing practices, historically centered on the student, toward preventive, institutional, and contextualized interventions committed to human development and the transformation of school relationships. The results indicate that the role of the school psychologist in Piauí has been undergoing a process of re-signification, increasingly considering social, pedagogical, and institutional factors that permeate the daily life of public schools, through articulated actions with members of the school community. Despite theoretical and normative advances, especially following the enactment of Law No. 13,935/2019, challenges remain regarding professional training, the definition of professional duties, and the effective inclusion of psychologists in public education systems. It is concluded that School and Educational Psychology occupies a strategic role in promoting inclusive, democratic, and humanized practices, being fundamental to confronting exclusionary processes in public schools in Piauí.