REFLEXIONES PROFESIONALES EN TORNO A LA PSICOLOGÍA EDUCACIONAL

Dr. Ps. Eduardo Sandoval Obando 

Dra. Ps. Macarena Lamas Aicon 

Abstract
The Subvención Escolar Preferencial Law (SEP in Chile) has integrated psychologists into schools, enriching our view of the complexities involved in the teaching-learning process, and the relationships developed in school space and time. However, the diversification of professionals (pedagogues, psychologists, special education teacher, etc.) has not been a neutral process, since for many of them, school continues to be a regulated and inhospitable place with predominant clinical diagnoses of the learning difficulties of all those who move away from school logic. Thus, our work has two aims: a) analyze the SEP law, based on our professional experience gathered from studies in the Los Ríos Region, Chile and b) critically reveal the relationship between Psychology, Pedagogy and Education, from a constructivist and systemic perspective of school reality. Finally, we suggest psycho-socio-pedagogical action criteria concerning the approach of educational processes in non-traditional educational spheres into which psychologists are introduced, with the aim of strengthening our method in the current educational territory.

Keywords: Psychology, education, critical pedagogy, learning, Preferential School Subsidy.

Para Citar el Artículo: Sandoval, E. y Lamas, M. (2017). Impacto de la Ley SEP en las Escuelas: Una Mirada Crítica y Local en torno Al Rol de los Psicólogos de la Educación. Paideia, Revista de Educación, (61). 57-81. ISSN: 0716-4815. 

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