PSYCHOLOGY AND EDUCATIONAL POLICIES: STATE OF KNOWLEDGE IN DISTRITO FEDERAL POST-GRADUATION

• Published in: Psicologia Escolar e Educacional (Online) Vol. 24
• Main Authors: Bauchspiess, Carolina, Regina Lúcia Sucupira Pedroza
• Format: Journal Article
• Language: English
• Published: Maringá Associacao Brasileira de Psicologia Escolar e Educacional ABRAPEE 01-01-2020
• Subjects: Education; Pedagogy
• ISSN: 1413-8557; 2175-3539
• DOI: 10.1590/2175-35392020217565

The theme of educational policies became problematized by School Psychology, more emphatically, about 30 years ago, concomitant to the movement for its social commitment. This research aimed to make an analysis of the state of knowledge of the production of postgraduate courses in Psychology in the Distrito Federal, between 2006 and 2014, about educational policies. The theses and dissertations of these programs were raised in the digital repositories of these universities. Those that referred to educational policies were selected, totaling 5l studies. These were classified into categories: inclusive education; political-pedagogical projects and management; training, insertion and performance of the school psychologist and the pedagogical team; teacher training; the education system organization; rural education; and intersectional policies. There was a diversification and consolidation of the theme of educational policies throughout this period, as well as the role of postgraduate students in problematizing the issue, in order to promote the democratization of education.