Resumo

LIMACHI, Elysangela Koglin Ulo  e  ZUCOLOTTO, Marcele Pereira da Rosa. THE PERFORMANCE OF THE SCHOOL PSYCHOLOGIST IN RELATION TO THE PUBLIC POLICIES OF EARLY CHILDHOOD EDUCATION. Rev. Exitus [online]. 2019, vol.9, n.3, pp.116-140.  Epub 17-Abr-2020. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n3id932.

The Federal Constitution of 1988 establishes that the Brazilian child is a subject of rights, one of these being the right to education. Since then, laws have been introduced to provide the child with a free and quality education from birth. In order to do so, institutions of early childhood education are established, and the professionals involved have their practices guided by public educational policies. Inserted in this context, psychology has been redefining its performance, shifting from a historically segregating practice in the educational field and turning to an action that seeks to consider the school context as a whole. This work, based on a qualitative bibliographical study, aimed to reflect on the performance of the school psychologist in child education in relation to the public policies established for this field. It was possible to perceive the breadth of the performance of this professional in the context of child education and also the necessary alignment between the guiding principles of public policies for early childhood education and the principles of psychologists’ performance, especially with regard to the search for conditions of citizenship of the subjects that make/attend early childhood education.

Palavras-chave : Child Education; Public Policies; School Psychology.

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