Acompanhamento terapêutico escolar no encontro da saúde com a educação

Abstract

The present work deals with school therapeutic accompaniment (ATE) and its developments, as this is a practice on the rise in some parts of the country. Despite its popularization, there are no laws regulating the profession. In this way, it is carried out in different ways, varying regionally, according to the theoretical framework and ethical and political positioning inspired by each approach, institution or professional. Thus, this research aimed to analyze the school therapeutic follow-up based on its practices. For this, a bibliographical research was carried out. At first, we resorted to reading articles and book chapters on the subject in question, with the aim of proceeding with the delimitation of the object and contextualization of the theme. Then, a literature review was carried out from the access to articles and dissertations related to the theme, published in the databases Scientific Electronic Library Online (SciELO), Periódicos Eletrônicos de Psicologia (PePSIC) and Biblioteca Virtual em Saúde – Psicologia Brasil (BVS- Psi Brasil). The following descriptors were used: (1) therapeutic follow-up, therapeutic follow-up and school, therapeutic follow-up and education, therapeutic follow-up and inclusion. After using the inclusion and exclusion criteria, eighteen publications on the subject were selected. The texts were read, filed and submitted to a Thematic Content Analysis. The results point out that the practices of school therapeutic accompaniment seek to establish a bridge between student and school institution. In general, in contact with the school, ATE professionals aim to deconstruct stigmas regarding students with special educational needs (SEN), in order to integrate them into the school dynamics. Despite the objective of the ATE being linked to school inclusion, there may be a distancing from this purpose when the school exempts itself from its responsibilities with the inclusive process, directing total care for the student to the companion. Thus, a space for reflection on the subject is opened with propositions regarding the performance of this professional. It is understood that School and Educational Psychology, understood as an area of activity, can guide the practices in ATE, based on the commitment to the democratization of access to inclusive education.