Intervenção colaborativa entre mediadores da aprendizagem e psicopedagogos na educação inclusiva

Abstract

This study aims to understand how the psychopedagogue can mediate the teaching-learning and affectivity process in the inclusive context, as well as conceptualize institutional psychopedagogy, present a psychopedagogical intervention and discuss the contributions of the psychopedagogue as a mediator in the school context. The methodology consists of a previous bibliographical research, theoretical knowledge covered in four chapters. Initially, psychopedagogy and the psychopedagogue as an intervention mediator are conceptualized, the theories of the most referenced theorists in selected articles and publications are presented, the role of affectivity, social interactions and school inclusion is discussed, and the contributions of psychopedagogy to meaningful learning are discussed. . In the end, the results reinforce the relevance of psychopedagogical practice and its much-needed interventions to maintain and promote the benefits of social interaction and affectivity among everyone involved in the school context, with the aim of understanding how affectivity and interactions social aspects are inseparable from the teaching-learning process.