Abstract

DAZZANI, Maria Virgínia Machado. School psychology and inclusive education: a critical reading. Psicol. cienc. prof. [online]. 2010, vol.30, n.2, pp. 362-375. ISSN 1414-9893.

This essay discusses critically the place and the importance of school and educational psychology, taking into consideration the process of consolidation of a democratic discourse in Brazilian education. Therefore, its main objective is to provoke a discussion about three central problems: a) the problem of democracy, human rights and social inclusion in societies today; b) the role of education and formal schooling in particular in the consolidation of democracy and in the defense of human rights, and c) the importance of the debate about the place of psychology in the attainment of an education for democracy. The text develops a critical argument regarding the traditional view of school psychology, especially in relation to the tendency to simply transfer theories derived from clinical practice into educational contexts. This has led to the psychologization of pedagogical processes and to the abandonment of the investigation of socio-cultural processes. A broad, but not exhaustive, recent literature dealing with the role of psychologists in schools and in the development of public policies for the protection of childhood and adolescence was analyzed. The essay also deals with the institutional production of school complaint and school failure and above all with the idea of inventing a profile (competences, abilities, sociopolitical and ethical commitment) for psychologists, a profile that meets the needs of Brazilian social and educational reality and establishes a new field of work for school/educational psychologists, encompassing notions such as health, quality of life and citizenship.

Keywords : School psychology; School inclusion; Human rights; Democracy.

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