Processo de inclusão no Instituto Federal de Goiás: o papel do psicólogo

Abstract

In the socio-cultural context that we live in, there is an ideology in the social structure: we live under the figure of the State and the protection of universal rights and guarantees. But the capitalist state has historically acted in favor of the interests of the ruling classes, through ideologies of exclusion of the poorest, the disabled, ethnic-racial classes, and, in general, of those who do not conform to the norms of normality, the so called “abnormal". In the school context, an institution engendered in the social models of the State, the concept of inclusion has been problematized by the different actors of education. In the context of inclusion, topics related to diversity, school failure, inclusive public policies and one of the themes of this paper emerge: The role of psychologists in this context. The locus of this research was the Federal Institute of Education, Science and Technology of Goiás (IFG), a transversal institution of education that encompasses high school to postgraduate. In this sense, this work investigated the process of becoming a psychologist in and for diversity within the IFG. Inherent in the sign of inclusion, we go through the forms of political engagement of these professionals in relation to the different institutional demands. The research is based on the perspective of Historical-Cultural Theory in which culture is conceived as a diachronic and central element of analysis. It is assumed that the praxis of the psychologists working in intersectional policies that deal with inclusion in the federal educational network must be analyzed in its historical-cultural context. Based on this perspective, the objective of this work was to analyze the praxis and intersubjective construction (subject and socio-institutional context) of the school psychologists of the IFG in relation to the concept of inclusion, political engagement and the possibilities of becoming a psychologist in and for diversity. As a methodology, the Qualitative Epistemology of González Rey was used, and “Conversation” was our information construction tool. The areas of meaning evidenced guided reflections on the performance of psychologists in the IFG, and the forms of political engagement of these professionals in relation to inclusion in and for diversity in the institution.