Abstract

NASCIMENTO, Ladislau Ribeiro do. Possible encounters between psychology and education for school inclusion. Arq. bras. psicol. [online]. 2019, vol.71, n.1, pp. 6-18. ISSN 1809-5267.  http://dx.doi.org/10.36482/1809-5267.ARBP2019v71i1p.6-18.

Inclusive education policies have provided advances in the process of democratization of education, especially since the 1990s. In the midst of the transformations that have been achieved, School and Educational Psychology has been called to invent and reinvent practices in the pursuit of inclusion. This article reflects on the challenges to be overcome in order to face the exclusionary logic that still crosses many school spaces. Initially, we point out the achievements registered by the legitimacy of inclusive education. Second, we conjecture about limits and constraints that make inclusion hugely challenging and necessary. Next, we suggest epistemological paths suitable to enhance the encounter between psychology and education. Finally, with the aim of reaffirming the importance of adopting a paradigm shift in the promotion of inclusive education, we present two successful interventions, both extracted from the literature used for the theoretical basis of this article.

Keywords : School and Educational Psychology; Education; Inclusive Education.

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