Resumo

JACINTO, Pablo Mateus dos Santos; OLIVEIRA, Maiane Celestino Ferraz de; OLIVEIRA, Nágila Rejane de Barros  e  CARDOSO, Hellen Mara Moreira. School Psychology in the Public Education System of the State of Bahia, Brazil: Mapping of Professional Insertion. Pág. Educ. [online]. 2025, vol.18, n.2, e4743.  Epub 01-Dez-2025. ISSN 1688-7468.  https://doi.org/10.22235/pe.v18i2.4743.

School and Educational Psychology is a strategic field for enhancing student learning and development. In Brazil, Law No. 13.935/2019 mandated the presence of psychologists and social workers in public school systems, but its implementation has faced significant obstacles. This study aimed to map the integration and distribution of school psychologists within Bahia’s public basic education network, examining their allocation, hiring modalities, working hours, remuneration, and coverage indicators in order to assess the level of the law’s implementation. This is a descriptive and documentary study, with data collected in 2024. The sources consulted included official websites of INEP, IFBA, IFBAIANO, Official Gazettes, Transparency Portals of Bahia’s municipalities, and the Court of Accounts of the Municipalities of Bahia. Data were tabulated and analyzed through descriptive statistics with the support of MaxQDA software. The results reveal an alarming scenario: only 104 of the 417 municipalities in Bahia (24.9%) had at least one school psychologist in the public system, totaling 222 professionals. On average, there was one psychologist for every 12,727 students and one for every 58 schools. Furthermore, evidence indicated inadequate working conditions and remuneration, with limited implementation of Law No. 13.935/2019, characterized by a shortage of professionals, unstable contracts, and the undervaluation of School Psychology. The study highlights the urgent need for public tenders, structured policies, and improved working conditions to ensure the right to comprehensive education and to strengthen the role of psychology in Bahia’s public school network.

Palavras-chave : school psychology; educational psychology; basic education; public policy; professional practice; right to education.

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