Abstract
In the Brazilian educational context, issuance of Law no. 13935, on December 11, 2019, authorized the hiring of psychologists by public schools. This research investigated primary teachers’ expectations regarding psychologist intervention in public schools from Southwest Bahia State. To understand the law’s enactment we conducted a historical overview on the role of Educational Psychology in the country. Based on psychoanalysis and Pêcheux’s discourse analysis, we conducted and analyzed five semi-structured interviews and identified two opposite discursive formations (DFs). These DFs-named “detection and referral” (DF1) and “working teachers” (DF2)-are affiliated to a “medical-hygienist-normative” ideology. Results show that the participants’ statements emphasize the classificatory medical paradigm (DF1), which does not exclude possible resistance in DF2 by denouncing poor working conditions.
Keywords:
school psychologist; education policies; Brazilian educational context; role of educational psychologist; discourse analysis