ESCOLARIZAÇÃO DA PESSOA COM DEFICIÊNCIA: AS POSSIBILIDADES NA ATUAÇÃO DO PSICOPEDAGOGO

Abstract

This dissertation, developed within the scope of the Graduate Program in Education — Academic Master’s at Centro Universitário Mais (UniMais), aims to understand the possibilities for the psychopedagogue’s role in the schooling process of individuals with disabilities, seeking elements for an inclusive practice that promotes depathologization within the school context. The specific objectives are: to problematize the pathologization of learning difficulties in children undergoing schooling, highlighting the contribution of psychopedagogy to minimize this phenomenon; to describe the trajectory of the diagnosis, identifying elements that contribute to the pathologization of the difficulty; and to highlight the consequences of the diagnosis for the schooling of the child with disability, emphasizing the role of the psychopedagogue in guiding pedagogical, rather than clinical, actions. To this end, the study contextualizes the theme through theoretical studies on the phenomenon of pathologization and depathologization, addressing the implications of inclusive practices based on pathologization as a form of control in contemporary society. The proposal aims to identify alternatives that could contribute to depathologization in the context of inclusive educational practices. From this perspective, the research seeks to answer the following question: how can psychopedagogy contribute to depathologization in the schooling process? The methodology employed was descriptive qualitative research, based on what education researchers have discussed about the topic. The investigation was grounded in the studies of Fernandez (1991) and Paín (1985) on psychopedagogy; Collares and Moysés (1994) on medicalization, the schooling process, and inclusive practices; Caponi (2012, 2014, 2016) and Garrido and Moysés (2010) on pathologization; and Gomes (2022) on school inclusion. Data analysis allowed the identification of inclusive practices that contribute to depathologization and suggest alternatives for advancing toward genuine inclusive education.