THE PURPOSE OF THIS CHAPTER IS TO PRESENT A THEORETICAL PROPOSAL FOR THE ADOPTION OF A PROFESSIONAL ROLE CHARACTERIZED BY THINKING AND ACTING CRITICALLY, IN ORDER TO GENERATE EDUCATIONAL CHANGES. EDUCATIONAL PSYCHOLOGY HAS BEEN SHAPED BY THEORETICAL AND EPISTEMOLOGICAL PERSPECTIVES THAT HAVE NOT PLACED EMPHASIS ON THE REFLECTION OR DISCUSSION OF ISSUES RELEVANT TO DISCIPLINE, WHICH HAS LED TO ESTABLISHMENT OF AREAS, FUNCTIONS AND ROLES THAT ARE UNCLEAR AND LACKING CONSENSUS, FROM A PARADIGMATIC LOGIC OF SIMPLICITY. IT IS PROPOSED, THROUGH THE BIBLIOGRAPHIC REVIEW OF ARTICLES AND BOOK CHAPTERS, A POSITION OF EDUCATIONAL PSYCHOLOGY THAT PROMOTES CRITICAL THINKING AS AN ESSENTIAL PART OF THE PROFESSIONAL ROLE, WHICH ALLOWS, ON THE ONE HAND, TO DISCUSS THE FOUNDATIONAL BASIS OF THIS DISCIPLINE, ALLOWING GREATER CLARITY ON THE SCOPE OF THE SCIENTIFIC AND THE PROFESSIONAL FIELD. ON THE OTHER HAND, IT ALLOWS THE DEVELOPMENT OF A FACET OF PROMOTION OF CHANGES IN THE EDUCATIONAL COMMUNITY, FROM THIS SAME CRITICAL ROLE, BRINGING IT CLOSER TO A PARADIGM OF COMPLEXITY. FINALLY, THE ADVANTAGES AND DISADVANTAGES OF THIS POSITION ARE DISCUSSED, AND IT IS CONCLUDED THAT THIS VIEW WOULD ESTABLISH A NEW PERSPECTIVE OF EDUCATIONAL PSYCHOLOGY, WHICH CAN BE COMPLEMENTED BY THE TRADITIONAL VIEW.

THERE IS AN URGENT NEED WORLDWIDE FOR AN UPDATED AND COMPREHENSIVE UNIVERSITY-LEVEL CRITICAL THINKING ASSESSMENT TOOL. THIS PAPER REPORTS ON THE ADAPTATION AND VALIDATION OF AN INSTRUMENT TO ASSESS CRITICAL THINKING IN SCIENTIFIC KNOWLEDGE TASKS, DEVELOPED BY A STATE UNIVERSITY, IN A SAMPLE OF 161 UNIVERSITY STUDENTS. THE PSYCHOMETRIC QUALITY OF THE ITEMS, THEIR RELIABILITY AND THEIR FACTORIAL ORGANIZATION WERE EVALUATED. AN EXPLORATORY FACTOR ANALYSIS (AFE) WAS PERFORMED TO DETERMINE THE EXISTENCE OF DIMENSIONS, ASSESSING INTERNAL CONSISTENCY AND CONSTRUCT VALIDITY USING CRONBACH'S ALPHA, AND CORRELATION BETWEEN THE ITEMS AND THE GLOBAL SCALE. THE AFE INDICATED THREE DIMENSIONS OF THE QUESTIONNAIRE, THE INTERNAL CONSISTENCY OBTAINED AN ? = .67 AND THE CORRELATION BETWEEN THE SUM OF THE SCALE AND THE ITEMS, WAS SHOWN WITH MEDIUM AND SIGNIFICANT STRENGTH (BETWEEN R = .30 AND R = .60; P < 0.001). IT IS CONCLUDED THAT THE ADAPTATION OF THE TEST HAS AN ADEQUATE INTERNAL CONSISTENCY, ALTHOUGH SOMEWHAT BELOW THE IDEAL; THE FACTORIAL STRUCTURE OF THREE VARIABLES IS MAINTAINED, WHICH ARE THE ONES THAT SUSTAIN THE CONSTRUCT THEORETICALLY.

GIVEN THE IMPORTANCE OF TEACHERS IN THE DEVELOPMENT OF EDUCATIONAL INCLUSION, A STUDY WAS CONDUCTED TO DETERMINE WHETHER THERE EXISTS ANY RELATIONSHIP BETWEEN INCLUSIVE SELF-ASCRIPTION AND EMPATHY IN CHILEAN TEACHERS. THE STUDY CONSIDERED 556 TEACHERS FROM PUBLIC AND SUBSIDIZED-PRIVATE SECONDARY EDUCATION SCHOOLS, WITH AND WITHOUT INTEGRATION PROJECT. IT USED A NON-EXPERIMENTAL, CROSS-SECTIONAL, DESCRIPTIVE-CORRELATIONAL DESIGN; DATA WAS COLLECTED BY USING AND THE CAMBRIDGE DEPERSONALIZATION SCALE (BARON-COHEN, 2004) AND THE BOOTH AND AINSCOW´S INCLUSIVE SELF-ASCRIPTION SCALE (2011). THE RESULTS INDICATE THAT THERE IS A WEAK RELATIONSHIP BETWEEN THE VARIABLES SELF-ASCRIPTION AND EMPATHY, WITHOUT DIFFERENCES BETWEEN SECONDARY SCHOOL TEACHERS FROM PUBLIC SCHOOLS WITH AND WITHOUT INTEGRATION PROJECT. IT IS CONCLUDED THAT EVEN WHEN AT A THEORETICAL LEVEL THERE EXISTS CERTAIN LINK BETWEEN POSITIVE ATTITUDES TOWARDS OTHERS AND SOCIAL INCLUSION (AVRAMIDIS AND NORWICH, 2004; SUBIRATS, ALFAMA AND OBRADORS, 2009), IT WAS NOT POSSIBLE TO SUPPORT EMPIRICALLY WHAT THESE AUTHORS PROPOSE IN THEIR THEORY.

EMOTIONS PLAY AN IMPORTANT ROLE IN PROMOTING MENTAL HEALTH. HEY ARE DEINED AS REACTIONS OR RESPONSES THAT PEOPLE MANIFEST TO EXTERNAL OR INTERNAL SITUATIONS. FOR THIS REASON, THIS STUDY SEEKS TO EVALUATE THE LEVELS OF EMOTIONAL DEVELOPMENT AND THE COMPONENTS RELATED TO MENTAL HEALTH IN HIGH SCHOOL STUDENTS IN THE ÑUBLE REGION, CHILE. HE STUDY HAS A QUANTITATIVE APPROACH WITH A TRANSACTIONAL DESIGN. HE PURPOSE OF THIS IS TO COLLECT INFORMATION IN A SINGLE MOMENT AND WITH A DESCRIPTIVE SCOPE. HE PARTICIPANTS WERE 1250 HIGH SCHOOL STUDENTS FROM URBAN AND RURALCOMMUNITIES IN THE ÑUBLE REGION, WHOSE SOCIOECONOMIC LEVEL IS MEDIUM-LOW. TO MEASURE EMOTIONAL AWARENESS, THE EDUCATIONAL PRACTICE AND EMOTIONAL DEVELOPMENT TEST (PEYDE) WAS USED, AS WELL AS THE DEPRESSION, ANXIETY AND STRESS SCALE (DAAS-21), WHICH EVALUATED THESE VARIABLES. HE RESULTS SHOW THAT THE """"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""EMOTIONAL AWARENESS"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""" VARIABLE REVEALS A MEAN THAT IS VERY CLOSE TO THE ARITHMETIC AVERAGE OF THE SCALE (M=16.8; SD= 5.1). HIS MAY INDICATE A MEDIUM DEVELOPMENT OF THIS SKILL. ON THE OTHER HAND, THE VARIABLES OF DEPRESSION, ANXIETY AND STRESS PRESENT SCORES BELOW THE MEAN, WHICH WOULD INDICATE A POSITIVE DEVELOPMENT OF MENTAL HEALTH IN THIS SAMPLE SINCE IT REPRESENTS A LOW PERCEPTION OF APPEARANCE IN EVERYDAY AND SCHOOL SITUATIONS. HESE RESULTS INDICATE THAT STUDENTS SELF-PERCEPTION IS MODERATE, AND IT IS BELIEVED THAT IT COULD BE BETTER ENHANCED IF A FORMAL AND SYSTEMATIC EDUCATIONAL PROCESS WERE TO TAKE PLACE.

THE PRESENT STUDY SEEKS TO VALIDATE A CHILEAN ADAPTATION OF THE CAPS SCALE, OF SPANISH ORIGIN, IN CHILEAN PRIMARY SCHOOL STUDENTS, THROUGH THE ANALYSIS OF PSYCHOMETRIC CHARACTERISTICS. THE PARTICIPANTS WERE 1195 CHILEAN STUDENTS BETWEEN THE AGES OF 10 AND 17 YEARS OLD (M = 12.5; D.E. = 1.38); THE INSTRUMENT USED WAS THE CHILD-ADOLESCENT PERFECTIONISM SCALE (CAPS). THE DIMENSIONALITY, RELIABILITY, AND FREQUENCY RANGES OF THE TEST WERE ANALYZED IN THE SAMPLE. THE RESULTS GIVE AN ACCOUNT OF THREE DIMENSIONS, WITH A HIGH GENERAL RELIABILITY LEVEL OF .89, ACCORDING CRONBACH'S ALPHA; AND AN ADEQUATE LEVEL IN ITS DIMENSIONS, ALPHA VALUES BETWEEN .722 AND .794. IT IS ALSO OBSERVED IN THE SAMPLE THAT THE EFFORT-ORIENTED PERFECTIONISM (EOP) IS THE CHARACTERISTIC WITH THE HIGHEST SCORE, WHILE THE SOCIALLY PRESCRIBED PERFECTIONISM (SPP) CHARACTERISTIC THE LOWEST. IT IS CONCLUDED THAT THE INSTRUMENT HAS ADEQUATE PSYCHOMETRIC CHARACTERISTICS, AND THAT THE SOCIALLY PRESCRIBED PERFECTIONISM, A NEGATIVE FEATURE OF THE PHENOMENON, ACCORDING TO WHAT IS OBSERVED, IS LESS DEVELOPED IN THE PARTICIPATING GROUP, WHICH WOULD STRENGTHEN SOCIO-EMOTIONAL DEVELOPMENT.

LA VOCACIÓN DOCENTE ES UN FACTOR IMPORTANTE EN LAS COMPETENCIAS DE EGRESO DE CARRERAS DE PEDAGOGÍA EN CHILE, AUNQUE SE ENCUENTRAN POCAS INVESTIGACIONES QUE ABORDEN ESTA TEMÁTICA. EL OBJETIVO DE ESTA INVESTIGACIÓN FUE CONSTRUIR Y ANALIZAR LAS PROPIEDADES PSICOMÉTRICAS DE UN INSTRUMENTO DE VOCACIÓN DOCENTE EN ESTUDIANTES DE PEDAGOGÍA. EL INSTRUMENTO SE CONSTRUYÓ MEDIANTE REVISIÓN DE LITERATURA, EVALUACIÓN DE CONTENIDO EN BASE A JUECES, Y NIVELES DE VALIDACIÓN INTERNA A PARTIR DE UN ESTUDIO INSTRUMENTAL. EL CUESTIONARIO DE VOCACIÓN DOCENTE PARA ESTUDIAN- TES (CVD-E) QUEDÓ CONFORMADO POR 37 ÍTEMS DISTRIBUIDOS EN 6 FACTORES QUE MIDEN INTERÉS POR LA ENSEÑANZA, MOTIVACIÓN DE LOGRO ACADÉMICO, AUTODETERMINACIÓN, MOTIVACIÓN INTRÍNSECA, INTERÉS DISCIPLINARIO Y UNA ESCALA DE MENTIRAS. EN EL ESTUDIO PILOTO PARTICIPARON 209 ESTUDIANTES DE PEDAGOGÍA DE LA UNIVERSIDAD DEL BÍO-BÍO, CHILE, 86% MUJERES Y 14% HOMBRES, CON EDADES ENTRE 19 Y 29 AÑOS. LOS ANÁLISIS ESTADÍSTICOS INDICAN BUEN NIVEL DE CONFIABILIDAD GLOBAL (?=.833) ASÍ COMO DE SUS FACTORES (CRONBACH ENTRE .419 Y .799). SE PRESENTA UN NIVEL DE CORRELACIÓN SIGNIFICATIVA ENTRE EL INSTRUMENTO GLOBAL Y LOS FACTORES (PEARSON ENTRE .539 Y .760, SIGNIFICATIVAS P> .001). SE CONCLUYE QUE EL INSTRUMENTO ES CONFIABLE PARA EVALUAR EL CONSTRUCTO VOCACIÓN DOCENTE EN ESTUDIANTES CHILENOS DE PEDAGOGÍA.

SE PRESENTA UN ESTUDIO SOBRE CREENCIAS EN ESTUDIANTES DE PSICOLOGÍA DE SEIS UNIVERSIDADES CHILENAS, SOBRE TECNOLOGÍAS DE INFORMACIÓN Y COMUNICACIÓN (TIC); SE CONSIDERAN METAS EN LAS CREENCIAS, VALORADAS COMO MEDIOS O COMO FINES. SE EMPLEÓ UN ESTUDIO CUALITATIVO, DONDE PARTICIPARON 76 ESTUDIANTES DE PSICOLOGÍA, DE INSTITUCIONES PÚBLICAS Y PRIVADAS. PARA CONFIGURAR LAS CREENCIAS, SE APLICÓ UNA MATRIZ IDEOGRÁFICA QUE REGISTRÓ OPINIONES SOBRE LA RELACIÓN ENTRE INFORMÁTICA Y PSICOLOGÍA, CON UNA JUSTIFICACIÓN DE ESA RAZÓN. EL ANÁLISIS CONSISTIÓ EN UNA PRIMERA ETAPA DE CONSTRUCCIÓN DE CATEGORÍAS, MEDIANTE CODIFICACIÓN ABIERTA; EN LA SEGUNDA ETAPA SE REALIZÓ EL LEVANTAMIENTO DE LA ESTRUCTURA DE LAS METAS, A TRAVÉS DE ANÁLISIS DE MENCIONES DE VÍNCULOS ENTRE CATEGORÍAS, QUE CORRESPONDERÍA AL MODELO DE CREENCIAS RESPECTO A LAS TIC. LOS RESULTADOS EVIDENCIAN SIETE CATEGORÍAS, DESTACANDO COMO BASE PARA EL USO DE TIC, LA DENOMINADA COMODIDAD Y RAPIDEZ, ASÍ COMO UNA META DE FINALIDAD DENOMINADA APOYO EN TAREAS PSICOLÓGICAS, QUE ES ADEMÁS, LA VALORADA MÁS ABSTRACTAMENTE. SE CONCLUYE QUE LOS ESTUDIANTES POSEEN UNA REPRESENTACIÓN INSTRUMENTAL DE LAS TIC, SOLO COMO MEDIO DE APOYO A LAS ACTIVIDADES PSICOLÓGICAS, LA QUE ES ACEPTADA Y VALORADA SOCIALMENTE, OBSTACULIZANDO SU INCLUSIÓN EN LA PSICOLOGÍA COMO ÁREA DE DESARROLLO E INVESTIGACIÓN.

CRITICAL THINKING IS AN IMPORTANT COMPETENCE IN CURRENT PROFESSIONAL TRAINING, WITH AN EMERGING BODY OF RESEARCH IN TEACHER?S TRAINING. THE STUDY AIMED TO KNOW ONCEPTIONS AND TYPES OF INTERVENTION PROGRAMS IN CRITICAL THINKING USED IN TEACHER TRAINING IN IBERO-AMERICA. THE ETHODOLOGY WAS DIVIDED IN TWO STAGES: FIRST, BIBLIOGRAPHIC REVIEW THAT FOUND 21 ARTICLES RELATED TO TERMS ?CRITICAL THINKING?, ?INTERVENTION?, AND ?PEDAGOGY?, SECOND, A SELECTION OF ARTICLES RELATED TO SPAIN AND LATIN AMERICAN EXPERIENCES, HAVING 7 ARTICLES ACCORDING TO THIS PARAMETERS, IN ADDITION TO CONTENT ANALYSIS WAS USED TO ANALYZE DEFINITIONS OF CRITICAL THINKING USED BY STUDIES. RESULTS REVEALS FIRSTLY THAT CRITICAL THINKING IS FIRSTLY A BROAD DEFINED CONCEPT; SECONDLY, THERE IS A DIVERSITY OF CHARACTERISTICS IN RELATION TO DURATION OF APPLIED PROGRAMS AND METHODOLOGIES, AND FINALLY, PROGRAMS REVIEWED IN THIS STUDY HAVE A POSITIVE IMPACT ON STUDENTS. IT?S DISCUSSED THAT CRITICAL THINKING IS A NECESSARY SKILL FOR AN EFFECTIVE PROFESSIONAL ERFORMANCE, BUT MISUNDERSTANDING AND POORLY ACCEPTED, ALTHOUGH IT IMPROVES THE TEACHER STRATEGIES FOR ANALYZES THEIR ACTIONS AND DECISIONS MAKING PROCESS, AND IT IS NOT VALUED IN POSITIVE WAY IN EDUCATIONAL SYSTEM. THE EXPERIENCES OF ITS PROMOTION IN PEDAGOGY IN LATIN AMERICA ARE LESS COMPARED TO THOSE DEVELOPED IN EUROPE, USA AND THE MIDDLE EAST, AS WELL AS, OTHER AREAS OF KNOWLEDGE SUCH HEALTH PROFESSIONS OR SCIENCE.

THE FOLLOWING WORK IS A THEORETICAL ESSAY IN WHICH AN ANALYSIS OF INCLUSION OF CHILDREN WITH DISABILITIES?S PROCESS IN CHILE IS PRESENTED. IT IS CONSIDERED THAT THE SCHOOL CULTURE AND LEADERSHIP ARE KEY FACTORS IN SCHOOL MANAGEMENT. SPECIFICALLY, IT IS ARGUED THAT SCHOOL CULTURE HAS CHARACTERISTICS THAT WOULD IMPACT IN ACCEPTABILITY AND EFFECTIVENESS OF INCLUSIVE EDUCATION. ITS PROPER IMPLEMENTATION REQUIRES ORGANIZATIONAL CHANGE PROCESSES THAT CREATE A CULTURE ACCORDING TO THE REQUIREMENTS OF INCLUSION; OTHERWISE, INCLUDING STAYS AT THE DECLARATIVE LEVEL, WHICH WOULD SOMETIMES KEEP EXCLUSIONARY PRACTICES IN SCHOOLS. IT IS CONCLUDED THAT CULTURE AND SCHOOL LEADERSHIP ARE IMPORTANT TOOLS FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION TOOLS. COINCIDING WITH BOOTH & AINSCOW?S MODEL SCHOOL MANAGEMENT SHOULD PROMOTE A CULTURE THAT ALLOWS THIS INCLUSION. TO DO THIS PROJECT REAL WE NEED A SCHOOL LEADERSHIP TO CONSIDER BELIEFS AND VALUES IN THE IMPLEMENTATION OF PRACTICES RESPECTING DIVERSITY.

DE ACUERDO CON EL MODELO DE APRENDIZAJE SOCIOEMOCIONAL DE CASEL, ESTE APRENDIZAJE ES COMPLEJO Y DEPENDE DE DIVERSOS ASPECTOS INDIVIDUALES Y SISTÉMICOS. A NIVEL INDIVIDUAL, LA ADQUISICIÓN DE HABILIDADES GIRA EN TORNO A CINCO GRANDES ÁREAS DE HABILIDADES; AUTOCONCIENCIA EMOCIONAL, AUTOCONTROL EMOCIONAL, CONCIENCIA SOCIAL, HABILIDADES SOCIALES Y TOMA DE DECISIONES. EL OBJETIVO DE ESTE ESTUDIO FUE ESTABLECER DIFERENCIAS EN LAS HABILIDADES EMOCIONALES EN ESTUDIANTES CHILENOS DE EDUCACIÓN PRIMARIA, SEGÚN SEXO Y CURSO ACADÉMICO. LOS PARTICIPANTES EN EL ESTUDIO FUERON 357 ESCOLARES CHILENOS, 196 NIÑAS (55%) Y 161 NIÑOS (45%), DE 5º A 8º CURSO (18%, 22%, 23% Y 36%, RESPECTIVAMENTE). EL INSTRUMENTO UTILIZADO FUE EL INDICADOR DE COMPETENCIA SOCIOEMOCIONAL SECI, QUE MIDE LAS 5 ÁREAS DE HABILIDADES DEL MODELO SEL. ESTE INSTRUMENTO, VALIDADO EN ESTE ESTUDIO, OBTUVO NIVELES ADECUADOS DE FIABILIDAD, CON ALFA DE CRONBACH ENTRE .66 Y .89. LOS RESULTADOS MOSTRARON DIFERENCIAS ESTADÍSTICAMENTE SIGNIFICATIVAS EN AUTOCONCIENCIA, CONCIENCIA SOCIAL Y TOMA DE DECISIONES, DIMENSIONES EN LAS QUE LAS CHICAS OBTUVIERON PUNTUACIONES MÁS ALTAS QUE LOS CHICOS. RESPECTO AL GRADO ACADÉMICO, LOS ALUMNOS DE 5º OBTUVIERON PUNTUACIONES ESTADÍSTICAMENTE SUPERIORES EN LAS DIMENSIONES DE AUTOCONCIENCIA Y AUTOCONTROL EMOCIONAL. ESTOS RESULTADOS SUGIEREN LA NECESIDAD DE GENERAR PROCESOS EDUCATIVOS QUE APOYEN EL DESARROLLO EMOCIONAL DE NIÑOS Y NIÑAS DE MANERA PERMANENTE.

LA PANDEMIA POR COVID 19 TRAJO CONSIGO PROFUNDOS CAMBIOS PARA EL SISTEMA EDUCATIVO GLOBAL Y NACIONAL. LAS UNIVERSIDADES DEBIERON ADAPTARSE A UNA NUEVA FORMA DE HACER DOCENCIA, PRINCIPALMENTE, MODIFICANDO SUS PRÁCTICAS DE ENSEÑANZA-APRENDIZAJE. ESTE LIBRO RESPONDE A UN DESAFÍO TRAZADO POR LA RED UNIVERSITARIA ESTATAL DE FORMACIÓN INICIAL DE PROFESORES CON EL OBJETIVO REUNIR EN UNA PUBLICACIÓN PARTICIPATIVA INTERUNIVERSITARIA, EXPERIENCIAS, ESTUDIOS Y DISCUSIONES TEÓRICAS EN TORNO A LA EDUCACIÓN EN TIEMPOS DE PANDEMIA EN CHILE. LAS TEMÁTICAS INCLUYEN PRÁCTICAS PEDAGÓGICAS EN EL CONTEXTO DE PANDEMIA; DIDÁCTICAS, METODOLOGÍAS DE ENSEÑANZA-APRENDIZAJE Y ESTRATEGIAS DE EVALUACIÓN EN MODALIDAD ONLINE; ESTRATEGIAS DE FLEXIBILIZACIÓN, INTEGRACIÓN Y PRIORIZACIÓN CURRICULAR EN TIEMPOS DE COVID, ENTRE OTRAS.

THE EFFECT OF A CRITICAL THINKING IN COGNITIVE BIASES AIMED FOR PEDAGOGY STUDENTS IS STUDIED. NINETY-FIVE STUDENTS FROM TWO CHILEAN UNIVERSITIES PARTICIPATED. THE METHOD CONSISTED OF A TEST WITH TWO PROBABILITY TASKS. A QUASI-EXPERIMENTAL DESIGN WITH PRE AND POST-TEST WAS USED, TWO EXPERIMENTAL GROUPS RECEIVED TRAINING IN CRITICAL THINKING, ONE OF THEM WITH EXPLICIT BIAS INSTRUCTION, AND IT WAS CONTRASTED WITH A CONTROL GROUP. DATA WAS ANALYZED THROUGH RELIABILITY AND MEAN DIFFERENCES STATISTICS. THE RESULTS INDICATE DIFFERENCES BETWEEN PRE- AND POST-TEST IN BIAS TASK 2; A SIGNIFICANT DIFFERENCE BETWEEN EXPERIMENTAL GROUP WITH BIAS TRAINING AND CONTROL GROUP WAS FOUND. IT IS CONCLUDED THAT THERE IS A DIFFICULTY TO MODIFY THE COGNITIVE BIASES AND A NEED TO WORK THEM EXPLICITLY.

THIS ESSAY PRESENTS THE NEED TO CONNECT THE ROLE OF EDUCATIONAL PSYCHOLOGIST WITH THE CONCEPT OF CRITICAL FRIEND, AS CO-INVESTIGATOR AND PROMOTER OF REFLECTIVE PROCESSES THAT FACILITATE EDUCATIONAL TRANSFORMATION. THIS IS BECAUSE EDUCATIONAL PSYCHOLOGY HAS BASED ITS WORK ON A TRADITIONAL PARADIGM, PREDOMINANTLY OF A CLINICAL-REHABILITATIVE PERSPECTIVE, LEAVING LITTLE SCOPE FOR PROFESSIONALS TO FOCUS ON COMMUNITY DEVELOPMENT AND PROMOTE COLLABORATIVE INQUIRY IN THE INSTITUTIONAL CONTEXT. THIS ROLE OF CRITICAL FRIEND IS SUPPORTED BY THE ABILITY TO PROMOTE ACTION RESEARCH IN SCHOOLS, MAXIMIZING AN OPEN PARTICIPATION FROM THE DIFFERENT ACTORS OF THE COMMUNITY. IT IS CONCLUDED THAT THIS ROLE IS POSITIVE FOR EDUCATIONAL PSYCHOLOGY SINCE IT WOULD ALLOW TO STRENGTHEN A PERSONAL AND CRITICAL VIEW, AS WELL AS THE ENRICHMENT OF THE REPERTOIRE OF EDUCATIONAL INSTITUTIONS TO FAVOR CHANGE AND IMPROVEMENT IN SCHOOLS GENERATING, FINALLY, A MORE RELEVANT AND VALUED IMAGE IN THE EDUCATIONAL COMMUNITY TOWARDS THE WORK OF THE PROFESSIONAL PSYCHOLOGIST.