A interface entre o psicopedagogo e o auxiliar de inclusão: promovendo a equidade na escola

Abstract

This study sought to determine the influence of professional action of the educational psychologist and inclusion helper in regular schools, seeking a satisfactory inclusion. These professionals contribute to the process of teaching, learning and help in promoting inclusion and the permanence of students with disabilities in regular schools. Therefore, we aimed to analyze the professional relationship of educational psychologist and the inclusion helper, about the benefits of the them facing the learning of disabled students. Methodologically this research is characterized as a qualitative field, research type survey, with descriptive characteristics, in which the theoretical contributions of the area and the speeches of the subjects involved in the research were analyzed. For both, interview were structured with two (02) educational psychologists and 04 (four) inclusion helpers, male and female, from public and private schools, from the city of João Pessoa-PB. The age of participants ranged from 24 to 52 years old. The data obtained through questionnaires allowed us to understand that, in fact, there is a relationship between the above professionals and their actions bring benefits to the development and learning of students with disabilities in school.