NARRATIVES AND EXPERIENCES OF PSYCHOLOGY PROFESSIONALS REGARDING THE IMPLEMENTATION OF LAW 13.935 IN RIO GRANDE DO SUL

Abstract

The inclusion of psychology in public education policies has been a recurring topic of debate in Brazilian society, especially after the enactment of federal law 13.935 of 2019, which determines the presence of psychology services in the public basic education network. Thus, this article seeks to understand the implementation of this law in Rio Grande do Sul, based on the narratives of psychology professionals working in the field. It looks at how it is being implemented, how psychology professionals are hired and trained to work, how they are working and what is expected of the service provided. The research was exploratory with a qualitative approach, organized based on the collection of eight interviews with graduate psychologists who occupy different positions in the state, in the Rio Grande do Sul State Department of Education, in Municipal Departments of Education, in the Education Commission of the Regional Psychology Council of Rio Grande do Sul and members of the National Association of Psychology in the southern region. The data collected was submitted to the Content Analysis methodology. The results of the research revealed a scenario of precarious work, with few professionals to handle significant demands. The law needs to be improved and reformulated, such as specifying the number of contracts, creating specific positions and defining the roles of employees. Finally, the study critically examines the role of psychology in educational public policies.