Historical-cultural contributions to School Psychology in Inclusive Special Education

Abstract

The objective is to discuss the contributions of School Psychology to Special Education under the perspective of inclusive education in the light of Historical-Cultural Psychology (HCP). School Psychology is approached as an area of ​​professional activity that applies theoretical-methodological studies and also raises them. For the purpose, conceptual aspects about school education, the development of the psyche, special education and inclusion are presented. School Psychology, based on the central thesis of HPC, the social production of psyche, and recovering the theoretical-methodological foundations of Vigotskian defectology, can effectively contribute to unveiling and confronting school complaints and the production of school failure. This production, not rarely, has been the gateway to Special Education, and in this teaching modality it can be installed under the shadow of diagnoses and reports. It is concluded that School Psychology must maintain a critical perspective, in defense of the good school, one that exercises the classic function of teaching and that seeks appropriate strategies for this, since all people - with and without disabilities - can learn. This struggle implies guarantees of access to enrollment and school, permanence with effective conditions of access to scientific, artistic, philosophical, ethical and coexistence contents in society, and completion of studies with appropriation and certification.