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Esther Angeriz, University of the Republic, UruguayAbstract
There is a long-standing tradition of research in the field linking psychology and education, which has enabled the identification of both tensions and responses to educational challenges shaped by socio-historical contexts. The Master’s Degree in Psychology and Education at the Faculty of Psychology, University of the Republic (Uruguay), established in 2005, is part of this tradition, contributing to key areas in the field, including research on childhood and adolescence, special education, and higher education. The program emerged in response to a growing demand for specialized academic training and was aimed at psychologists, educators, and other professionals interested in critically reflecting on educational practices. Over the past two decades, the program has generated a significant body of academic work through postgraduate theses. These works reflect a diverse and evolving landscape of actors, contexts, theoretical approaches, and educational practices, highlighting the multiple ways in which psychology and education intersect and inform each other. This paper analyzes Master’s theses in Psychology and Education submitted in the last twenty years, comparing with international trends, and explore their link with Uruguayan public educational policies. A case study methodology was conducted, based on documentary research and two reports that systematize the submitted theses, providing the empirical basis for identifying key trends and shifts in the research lines in the program’s agenda over time.
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Conference: BCE2025Stream: Educational Research
This paper is part of the BCE2025 Conference Proceedings (View)
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