Assessoramento psicopedagógico e inclusão: perspectivas de professores dos anos iniciais no processo de elaboração do PEI

Abstract

Inclusive education in Brazil has advanced with regard to access for students who are the target population of special education to mainstream classes of regular education; however, gaps persist regarding the quality of this process. In this context, the Individualized Education Plan (IEP) stands out as a pedagogical instrument aimed at meeting the specific needs of each student, and the psychopedagogue emerges as a professional with the potential to assist in its development. The present study had as its general objective to describe the extent to which, in the conception of these teachers, the psychopedagogy professional can assist in the construction of the Individualized Education Plan (IEP). The following specific objectives were also adopted: (a) to identify how teachers understand the IEP; (b) to describe the process of IEP construction by teachers in their pedagogical practice; and (c) to verify teachers’ conceptions regarding psychopedagogical support for the construction of the IEP. This is an exploratory and descriptive study, with a qualitative approach, carried out with ten teachers from public and private schools in the state of Paraíba, Brazil, through a structured questionnaire made available via Google Forms. The data were analyzed through Descending Hierarchical Classification (DHC) using IRAMUTEQ software, generating two thematic axes subdivided into four classes. The results showed that teachers understand the IEP as an individualized planning instrument associated with teaching strategies, curricular adaptations, and student monitoring, recognizing psychopedagogical support as a collaborative and necessary resource that involves teachers, family, and the school. Obstacles to the implementation of the instrument were also identified, such as the lack of specific training and the absence of institutional support. It is concluded that the psychopedagogue is perceived as an essential articulator of the inclusive process, and their presence in schools is a necessary condition for the effective implementation of the IEP.