ATUAÇÃO DO PSICÓLOGO ESCOLAR DO INSTITUTO FEDERAL DO MARANHÃO PARA A INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA

Abstract

The entry of students with disabilities in all types of education has increased in recent years, as a result of the advance of Inclusive Education policies in the country. In Professional Education, enrollment of this public was 115.63% higher in 2020 than in 2008, the year of implementation of the National Policy on Special Education from the Perspective of Inclusive Education. In this direction, this research analyzed the work of school psychologists from the Federal Institute of Maranhão (IFMA) to the inclusion of students with disabilities. The objective was to understand the performance characteristics of IFMA psychologists in the school inclusion process; to know the theoretical-methodological foundations of these professionals; to investigate psychologists' conceptions about accessibility, teaching, learning, development and school inclusion of people with disabilities. Critical School Psychology and the Historical-Cultural perspective of human development were the theoretical-methodological foundations of the study, bases that understand subjectivity as influenced by human relations historically constructed and situated in certain cultural contexts, and that the development of people, with and without disability, is subject to the same laws. As a qualitative research,, the study was based on a constructive and interpretive approach, that occourred in three stages: document analysis; quiz; debate in a virtual forum, which resulted in a moment of online conversation. Documentary sources such as the Institutional Development Project, the Student Assistance Policy and the Resolution of the Center for Assistance to People with Specific Educational Needs were analyzed. The application of the questionnaire reached 22 psychologists, and the stages of the virtual forum and the moment of conversation circle had 11 participants. The information was analyzed based on Vygotsky's epistemology, which deals with the circulation and construction of meanings and Zones of Senses. From the document analysis, three thematic categories were raised: (1) education for the integral formation of the student; (2) inclusion as shared responsibility; (3) generic guidelines for action. The other stages generated the following areas of meaning: (1) between the characterization and the meaning of the performance and training of the IFMA psychologist - the search for continuing education in the state of Maranhão; (2) expanded view of inclusive processes; (3) lack of specificity for performance in School Psychology for the inclusion of students with disabilities and (4) performance based on ethical and political commitment to the transformation of reality. The information indicates a tendency towards collective actions, with individual actions being less evident, converging on contemporary and critical models. However, other actions related to the critical perspective in School Psychology appeared less frequently, such as those with an institutional focus. This suggests that psychologists have practices based on contemporary models and those considered traditional. Participants have critical, ethical and political readings about performance and issues related to the inclusion of students with disabilities, inclined to mobilize the collective on this front. However, they presented few practical developments that guide the work in monitoring the teacher and actions aimed at students with disabilities with regard to academic performance. In view of the information constructed, guidelines were drawn up for the performance of the IFMA school psychologist with the inclusion of students with disabilities.