DIALECTICAL ANALYSIS OF INCLUSION IN THE SCHOOL SETTING: BETWEEN THE POSTULATED RIGHT AND EXCLUSIONARY PRACTICE

Abstract

The text must be between 100 and 250 words, describing the summary of the work to be Psychopedagogical and neuropsychopedagogical diagnosis, as an instrument for guaranteeing the right to quality learning, is necessary for inclusive education. Following this dialogical line, the present study has the general objective of analyzing the contribution of psychopedagogical and neuropsychopedagogy action in practice to address learning difficulties, ensuring the right to inclusive education and student dignity, based on clinical and institutional internships as a field of research. The methodology employed was a qualitative approach with dialectical analysis of both classic and current bibliographies and legal documents, confronting the experience of the neuropsychopedagogy and psychopedagogy internship as a research field. The main conclusions reveal that early identification and accurate diagnosis, supported by Psychopedagogy and Neuropsychopedagogy, constitute an indispensable technical-scientific instrument for guaranteeing the subjective right to inclusive education. The critical analysis demonstrates that assessment procedures function as effective mechanisms to combat school failure and stigmatization, as the report shifts the student's fault to institutional structures, ensuring respect for student dignity. Finally, it is proposed that the integration of the clinical and institutional approaches of these areas be internalized as a State Public Policy, essential for the decentralization of resources and the implementation of the principle of the best interest of the child and adolescent throughout the national territory; consequently, the school environment effectively becomes a place of reception.