Psychology Within the Field of Educational Sciences

Abstract

In this paper, I analyze the role and placement of psychology within the field of Educational Sciences and teacher training in Argentine national universities. I warn against the omission and fragmented presence of our discipline in academic meetings and study plans, while critiquing the influence of technocratic, pragmatic, and postmodern frameworks on educational reforms. Throughout the text, I address three main issues: the curricular fragmentation of psychological subjects in higher education (using the University of Buenos Aires curriculum as a case study), the conceptual and interdisciplinary convergence between educational psychology and psychopedagogy focused on learning difficulties and sociocultural prevention, and the urgent need to embed scientific research directly into teaching practices and curriculum design. I conclude by proposing the construction of a critical and contextualized Latin American educational psychology capable of moving beyond the mere repetition of imported models.