Teacher’s perspectives on the support of the school psychologist in the process of educational inclusion

Abstract

The school psychologist's practice may optimize teaching and learning processes by covering phenomena adjacent to them. Among the various possibilities of action, it was chosen to investigate psychologist's practice contribution to the school inclusion. In this direction, the aim was to know and analyze teachers’ perpective on the school psychologist's support in their work with Students Target of Special Education. For this reason, it elaborated and applied a semistructured questionnaire in 58 teachers from municipal public schools. After content analysis, we constructed categories which allowed us to discuss the importance of support from the school psychologist to the work of teachers. Finally, it reiterated the need to fighting for public education policies that affirm this professional's presence in schools, as a resource to, reinforcing the effectivity of inclusive practices, deconstruct myths and stereotypes regarding Psychologist’s interventions, and promoting the pedagogical process of Students Target of Special Education.