ROLE AND PRACTICES OF THE SCHOOL PSYCHOLOGIST: AN INTEGRATIVE REVIEW

Abstract

The study aimed to map the national scientific production about the role and practices of the school psychologist. To this end, an integrative review of the literature that addressed the topic before and after the enactment of Law No. 13,935/19 was carried out. The study followed the PRISMA protocol, a survey was carried out in 4 databases: BVS (Virtual Health Library), PubMed, SciELO and Lilacs. Sixteen published articles were identified, most of them with a qualitative approach. No articles were found that addressed the role and practices of the school psychologist after the publication of the law. The content analysis found 4 categories: 1- The different nomenclatures attributed to the psychologist who works in schools; 2- The lack of definition of the Role and practices of the school psychologist; 3- Training in Psychology courses and its emphases and Category 4- Clinical Psychology practiced in the educational context. The results indicate the need to conduct studies that address the law and the practices of the psychologist in educational institutions. It is necessary to demarcate and clarify the role and practices of the school psychologist, so that the professional can perform actions that are consistent with the demands of the school context. It is believed that the study can assist in the construction and implementation of public policies and in the production of knowledge and reflections on the role and practices of the school psychologist. It is urgent to train a Psychology professional with a critical stance, meaningful performance and awareness of their attributions, to expand and define School Psychology.