Reflections on practices, policies, and persistence in Brazilian higher education

Interview with Cynthia Bisinoto

Abstract

The increasing diversity of the student population in Brazilian universities, driven by public policies aimed at democratizing access, has redefined the scope of School Psychology and demanded new practices within higher education. In this article, the authors discuss the meanings, challenges, and potentialities of this field based on an interview with Professor Cynthia Bisinoto — a national reference in university-based School Psychology — conceived as a discursive, political, and analytical event. The reflections emerging from this dialogue update the debate on the role of the school psychologist in the face of structural inequalities, psychological distress, and student retention policies. By articulating research, professional practice, and institutional management, the analysis highlights three core dimensions: the training and professional recognition of psychologists working in higher education; the expansion of psychological practices to institutional and managerial domains; and the ethical-political commitment to diversity and intersectionality. The authors argue that School Psychology can and must (re)exist within the university as a critical, collective, and transformative practice, committed to care, equity, and educational rights.