Formação do Psicólogo Escolar e Educacional no Brasil: Uma análise das Ementas Curriculares

Abstract

This study aimed to identify gaps between training proposals and the expected role of school and educational psychologists through the analysis of course syllabi from undergraduate Psychology programs. The content of the syllabi was grouped into thematic categories and related to the document "Technical References for the Work of Psychologists in Basic Education", developed by the Center for Technical References in Psychology and Public Policies (CREPOP) of the Federal Council of Psychology (CFP). Syllabi from 37 higher education institutions across all regions of the country were analyzed. The data revealed a highly heterogeneous training landscape, marked by the absence of a common core among programs and a lack of clarity regarding training objectives. A significant gap was observed between the training offered and the professional practices outlined in the technical references, indicating that there is currently no well-defined school psychologist profile being trained in Brazil. These findings highlight the need for more precisely defined expectations for the role of school psychologists, in order to support more consistent training proposals aligned with professional practice requirements.