PSYCHOLOGY INTERNSHIP REPORT: ANALYSIS OF INCLUSION PRACTICES IN EARLY CHILDHOOD EDUCATION IN THE CITY OF CURITIBA, PARANÁ, BASED ON SYSTEMATIC OBSERVATIONS OF THE PEDAGOGICAL DAILY ROUTINE AND SOCIO-EMOTIONAL INTERACTIONS OF CHILDREN

Abstract

This article aims to report on an internship experience in inclusion from a psychological perspective. To this end, participant observation was conducted at a special education school. The experience at the Conquista Early Childhood Education Center allowed for a broad and concrete understanding of the psychologist's role in the educational context, especially within the scope of inclusive education. Through observation and participation in institutional routines, it was possible to perceive that the psychologist's presence in the school goes far beyond traditional practice; it involves preventive, institutional, and relational work aimed at strengthening bonds and the integral development of children. During the internship, the importance of active listening and an empathetic approach in relationships with teachers, support professionals, and families became evident. Inclusion, more than a set of adapted pedagogical practices, proved to be a collective and continuous process that demands sensitivity, patience, and commitment from all involved.