School Psychology: Dialogue Between Technical References and Practice Publications

Abstract

In this article we discuss the dialogue between the “Technical References for the Performance of Psychologists in Basic Education”, a document published by the Federal Council of Psychology, and the publications of practices in School Psychology, considering the contributions of the scope to the educational processes that produce human development. This study aimed to carry out a systematic literature search between 2009 to 2019 in order to identify what psychologists’ practices have been in the school context and to establish a relationship with the Technical References. The method applied was Systematic Bibliographic Review, using the descriptors: School Psychology, School Psychologist’s Performance and School Psychologist’s Practice. The databases consulted were: SciELO, LILACS and CAPES. We conclude that there are important examples of practices carried out in the context of teaching and learning that can serve as a reference for various interventions and that are consistent with the Technical References.