INTERVENÇÃO PSICOLÓGICA EM CONTEXTOS EDUCATIVOS NO RIO DE JANEIRO: REFLEXÕES TEÓRICAS SOBRE INCLUSÃO E DESENVOLVIMENTO DE ALUNOS COM TRANSTORNOS NEUROPSICOLÓGICOS

This article, prepared through the scientific project of the master’s degree in intervention in development and education, addresses a theoretical and reflective nature, aiming to analyze the contributions of school psychology to the educational inclusion of students with neuropsychological disorders and disturbances, with an emphasis on the context of elementary education in the city of Rio de Janeiro. Based on dialogue between classical literature and contemporary research, it seeks to understand the role of the school psychologist in mediating teaching and learning processes, considering the impact of public policies and institutional conditions on the effectiveness of inclusive practices. The study proposes a critical reflection on the challenges faced by Brazilian schools in dealing with neuropsychological diversity, emphasizing the importance of interventions that connect theory, practice, and social commitment. The analysis indicates that school psychology, when adopting a critical approach, contributes to building a democratic and inclusive education committed to students’ integral development.