CURRICULAR GUIDELINES AND TRAINING OF SCHOOL PSYCHOLOGISTS: A CRITICAL STUDY BASED ON CNE/CES RESOLUTION Nº 1/2023

Abstract

This article analyzes the training of school psychologists in light of Resolution CNE/CES No. 1/2023, which establishes the new National Curriculum Guidelines for Psychology programs in Brazil. Grounded in the perspective of Critical School Psychology and supported by authors such as Patto, Souza, Antunes, Wallon, and Vygotsky, the study questions the gap between normative principles and the actual curricula of educational institutions. Based on the analysis of a Psychology course matrix, the article identifies gaps in workload dedicated to the school field, weak theory-practice integration, and the predominance of traditional clinical models. The paper discusses the challenges and training gaps that hinder the development of professional practices committed to educational transformation, inclusion, and social justice. It concludes that, although the new guidelines represent progress, their effectiveness depends on a critical reorganization of curricula, the recognition of School Psychology as a core field of practice, and the preparation of ethically and politically engaged professionals capable of transforming schools into spaces of resistance and possibility.