School psychology and institutional initiatives for school inclusion processes

The aim of this article is to discuss inclusion from the perspective of critical school psychology, highlighting institutional initiatives to understand and construct a more plural, interdisciplinary and inclusive school environment. Initially, conceptions and concepts on the subject were reviewed in their historical and social processes, relating them to educational policies and to the possibilities for the school psychologist to act in order to raise awareness and to develop subjects in anti-capacity practices. Subsequently examples of the school psychologist’s work are addressed as a feasibility of professional practice to foster inclusion in educational spaces. Finally, it is advocated that critical school psychology be committed to establishing institutional and collective actions to consolidate pedagogical work in inclusive contexts, in order to enhance learning processes, communication and coexistence between different people. These actions expand the possibilities for complex psychological development for everyone - people with and without disabilities.