SCHOOL INCLUSION IN THE LIGHT OF PSYCHOPEDAGOGY

Abstract

This article aims to understand school inclusion in the light of psychopedagogy. It is a qualitative study carried out in a public school in the interior of Pernambuco. The psychopedagogue, who is also the coordinator of the school, participated in the study. A semi-structured interview was conducted as an instrument, and the data were analyzed using the categorical content analysis technique. It was evidenced that, in the light of psychopedagogy, school inclusion is a complex process that does not aim to homogenize students, but to consider them in their different educational needs, recognizing competences, enhancing abilities, and stimulating coexistence that accepts diversity.