Psychopedagogical qualification and psychoeducational functions

Abstract

This article discusses fundamental shortcomings in the proposal of Group XV for the reform of university education concerning education-related degrees. The debate arises over a possible psychopedagogy degree, separate from the psychology degree and focused only on a second-cycle university program. The proposal shows a likely narrow, didacticist conception of education and a marked undervaluation of the demands of psychological training. The risk is that such a degree and its curriculum could limit and hinder psychoeducational advisory functions, which should be broad, extensive, and penetrating. This requires teams of professionals with solid training, not patchwork education, providing a foundation from which appropriate specializations can emerge.