Para além do hegemônico: perspectiva crítica acerca da psicologia escolar e da pedagogia

Abstract

This qualitative, bibliographic study aims to reflect on the contributions of Psychology and Pedagogy within the Brazilian educational context, with particular attention to practices that either reinforce exclusion or suggest paths of resistance and transformation. We start from the understanding that the school, as a social institution, is embedded in power relations and shaped by discourses that often naturalize inequalities, medicalize behaviors, and individualize failures. The analysis is grounded in authors aligned with a critical perspective, such as Patto (2009) and Saviani (2011), who offer tools for thinking about education committed to the emancipation of individuals. The choice of these authors is justified by the intent to challenge the meanings attributed to pedagogical and school psychology practices, understanding them in their historicity and contradictions. The text analysis was conducted through an interpretive and critical reading, guided by a commitment to inclusive, humanizing, and socially grounded education. Rather than seeking definitive answers, this study aims to raise questions and provoke reflections that contribute to the development of educational practices more attuned to diversity and the complexity of human experience.