A psicologia escolar na escola pública: impasses históricos da inclusão e suas contradições institucionais

Abstract

Abstract:This monograph analyzes the historical impasses and contemporary challenges of the school psychologist’s practice in public schools, especially in the face of the demands of inclusive education. Grounded in School Psychology from a historical-cultural perspective, the study is based on a critical-historical reading of the relationship between psychology and education, highlighting how liberal, positivist, and individualizing rationalities have shaped adaptive practices that still sustain naturalized explanations for school failure. The objective of this work is to understand how the political-critical practice of the school psychologist can contribute to the construction of Individualized Education Plans (IEPs) that recognize the diversity and singularity of learning processes, without disregarding the historical and structural conditions of public schools. Methodologically, this is a qualitative theoretical-bibliographic study, grounded in the critical analysis of books, scientific articles, legislation, and normative documents, including the Brazilian Law for the Inclusion of Persons with Disabilities (LBI). The analysis shows that, although inclusion is widely guaranteed at the legal level, its implementation remains limited by school structures that reproduce exclusionary practices, by the fragmentation between regular education and Specialized Educational Services, and by the reduction of the IEP to a bureaucratic document emptied of pedagogical meaning. In this context, the role of the critical school psychologist is discussed as an agent capable of challenging hegemonic conceptions and promoting shifts in the rationality that guides pedagogical work. It is concluded that the contribution of the school psychologist depends on an ethical-political commitment to a democratic public education, capable of confronting neoliberal logic, questioning hegemonic rationality, and effectively expanding the right of all to learning