Abstract

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.