Training and regulations activities in Educational Psychology

Abstract

This article presents a survey of crop and its main objective to analyze the concepts that guide the formation and regulation of activity in Educational Psychology. Therefore, in the investigative process we adopted a methodology for qualitative approach, with documentary research, literature regarding the initial training of education professionals and documents prepared/selected by the Commission for Training and regulation of activities in Educational Psychology of the Association of Educational Psychology. This research revealed that the regulation is necessary to the extent that specify roles, responsibilities of persons who have obtained certificate in Educational Psychology arising from accredited higher education institutions. This regulation required the development of training guidelines in Educational Psychology where the professional profile, travel arrangements, among other items, were explained. The analysis of this training was carried out according to design validated by authors like Garcia, Tardif and Fernandez. Articulate governing the training has become necessary for professional practice where “the regulatory” should take place from the formed quality.