O TRABALHO DOCENTE E O PARADOXO DA EDUCAÇÃO INCLUSIVA

This experience report aimed to describe and analyze the School Psychology Practicum carried out in a public inclusive education school. Based on classroom observations, interviews with teachers and staff, and the facilitation of group processes with educators, the study sought to understand the everyday challenges experienced by teachers involved in inclusive education, drawing on a historical-cultural psychological perspective. Five group meetings were held in the school auditorium, addressing themes related to the teachers’ reality, such as mutual group recognition, relationships with students, the recognition of teaching work, professional overload, and the importance of collective struggle for quality education, making use of dynamics, videos, poetry, and music. The field diary was used as a tool to record the accounts.The results indicate multiple contradictions in the process of inclusion in both inclusive and regular school contexts. Gender-related issues also emerged in the teachers’ accounts, as well as the intensification of teaching work and the lack of professional recognition, even among peers, alongside the need to raise awareness within the school community regarding the significance of inclusive educational practices. The experience revealed that teachers play a central role in guaranteeing rights and fostering the humanization of students with disabilities, while often internalizing the emotional concerns of students and their families. The practicum proved to be profoundly transformative, reaffirming praxis as an essential element in the education of a critical psychologist committed to social transformation.