INTERVENÇÃO PSICOPEDAGÓGICA PARA UM TRABALHO INCLUSIVO: RELATO DE EXPERIÊNCIA NA REDE MUNICIPAL DE ENSINO DE JAPARATUBA/SE

Abstract

This study investigates the role of the educational psychologist in the municipal school context, with an emphasis on Early Childhood Education, highlighting their contribution to children’s learning, inclusion, and holistic development, as well as to teacher training and the strengthening of the school-family partnership. This is a qualitative, descriptive study that involved classroom observations, interviews with teachers and family members, and monitoring of children’s educational trajectories. The main activities included: (1) monitoring life and schooling trajectories; (2) participation in teacher training meetings; and (3) meetings with families. The results indicate that the psychopedagogical intervention promoted cognitive, socioemotional, and behavioral development in children, increased parental involvement, strengthened collaboration among teachers, and contributed to the implementation of inclusive pedagogical practices. Despite significant progress, challenges such as limited resources and teacher workload underscore the need for consistent public policies. It is concluded that school psychopedagogy operates in an integrated manner, connecting theory, practice, family, and community, and is essential for preventing school failure and promoting inclusive, quality education.