Education and School psychology: necessary debatesl

Abstract

The speech that emphasizes the “educational practice” in our schools is focused on aspects such as development, intellect, mental, emotional, citizenship, identity, diversity, difference. However, when observed daily in our schools, these aspects are comprehended as empty and confused practices opposed to actual educational goals. The application of a school process of quality should indicate the priority of the development of new attitudes and ways of interaction in school, seeking for changes in personal and social relationships and in the means of accomplishing the teaching and learning process with new dynamics of knowledge construction. It is perceived in our schools today that the orientation of educational materials blocks and excludes the need for dialogue between professionals and students. Thus, the educational activity is referred to an instructional procedure, which excludes and exterminates the possibility of dialogical relations, social and historically situated by their protagonists. Recovering the greatness of the act of educating in the unlimited pathway of the complex individual and social progress of the students is the central challenge for any educational qualification proposition. And from this more complex point of view, and therefore, understanding the integration of human development that the different and rationalized social representations about the inclusion process can be (de)constructed, saving the possibility of new significations to the process of these students development as unique, social and historical beings.