A educação inclusiva em contexto: percepções de psicólogos escolares

Abstract

This study aimed to investigate the work of school psychology professionals with regard to the persistent challenges to inclusive education and the possible contributions of the field when working with children and adolescents in elementary education in the municipality of [city name]. This is a qualitative and descriptive study conducted with seven school psychologists. Data were collected through semi-structured interviews and analyzed seeking to understand the participants’ experiences. Professionals understand inclusive education as a necessary right that requires articulation among professionals, as well as ethical commitment, acceptance, and equity; however, they still barriers that hinder its effective implementation. The most frequently mentioned strategies involved interdisciplinary work, guidance and support for teachers and families, conflict mediation, individualized follow-up, and the development of individualized educational plans. The school psychologists can plays a central role in promoting inclusion, acting as a mediator of relationships and an agent of institutional transformation.