Consultoria colaborativa: contribuições da psicologia para a inclusão escolar

Abstract

Collaborative Consultation in Schools (CCS) has been indicated as a model that can help the school inclusion process based on a collaborative approach and providing the specific needs of students with disabilities, involving different professionals, including school psychologists. Considering that public policies are being developed with the aim of foreseeing the addition of psychologists in the school context and, thereby, strengthening School Psychology in Basic Education, the following question guides the present study: how can CCS, promoted by the psychologist, contribute to the promotion of social skills and the school inclusion process? The main objective of this study was to evaluate CCS offered by the psychologist, as a way to promote social skills. It is a collaborative research, with a quantitative-qualitative approach, whose locus was a local school in the regular education system in a city in the state of Mato Grosso do Sul. Eight teachers who worked with students with disabilities in Elementary Education participated in the investigation, four regular teachers and four Special Education teachers. As it is a collaborative research, the researcher took on the role of participant, responsible for offering CCS in Psychology. Data collection occurred in three stages: 1) gather of demands; 2) planning and implementation of CCS; 3) evaluation of CCS. Therefore, four instruments were used: semi-structured interview scripts; Interpersonal Relations Questionnaire in school; evaluation questionnaire of CCS meetings; and field diary. CCS was offered through formative meetings, addressing eleven different themes based on the teachers' demands. In addition, CCS enabled the organization of 15 practices collaboratively built, which were applied in the participants' classrooms. Quantitative data were analyzed using descriptive statistics and qualitative data were subordinated to content analysis, aided by the Atlas.ti software. In the interviews applied in the first stage of the research, it was identified that the initial demands were related to the desire to expand training; learn about how to improve challenging behaviors of students; and also build better relationships among school professionals, and also between school and families. In the second stage, 94% of the formative meetings were considered "very productive", highlighting the themes addressed, shared strategies, and exchanges of experiences among participants. The results of the IRQ, collected before and after the offer of CCS, indicated that the consultation favored the consolidation of knowledge about promoting social skills in school and helped the diversification of practices, incorporating playful activities such as games, dynamics, and storytelling. In the interviews conducted after CCS, the teachers reaffirmed the positive aspects of CCS and highlighted that the process provided effective exchanges among participants, favoring the teachers' training. It was concluded that CCS is an effective model for the school psychologist's work, enabling the promotion of social skills and contributing to the school inclusion process.