Fundamentos metodológicos para emancipação: uma práxis revolucionária para a psicologia na escola

In the context of Federal Law 13935/19, the discussion about the presence of psychology in schools raises debates about the role to be developed by professionals. We start from the argument that psychology in schools must be anchored in a liberating praxis. For this, it needs well-defined methodological foundations for constructing the psychologist's work critically and responsibly. Given this need, these foundations must constitute an epistemology anchored in the historicity of concrete reality and in the subject's protagonism in the construction of knowledge, implying a professional ethical-political stance. This paper is a theoretical-methodological essay that aims to articulate three methodological foundations: Historical and Dialectical Materialism (HDM), Participatory Action Research (PAR), and Qualitative Epistemology (QE), which guide the liberating practice of psychology in schools involved in transforming reality. This connection gives the work and research within the school setting a critical and emancipatory character.