O Fazer Do Auxiliar De Apoio A Inclusão Da Psicologia Em Uma Escola Pública De Teresina: Dialogando Com O Cuidado À Diversidade

Abstract

This study presents the main challenges faced in delineating the functions of interns in the role of Assistant in Support of Inclusion in Psychology (AI) in a municipal school in Teresina. Additionally, it aims to present possibilities of specific tasks for the assistant through dialogue with the theoretical assumptions of Care for Diversity. Furthermore, based on the author's experience report methodology, it is possible to further discuss school inclusion in relation to the author's proximity to the object of study, highlighting the need to expand existing concepts in contemporary times, detaching them from labels based on diagnoses. As results, the report indicates the assistant as a school agent capable of attentively listening to the individual needs of each learner and perceiving the relationship of these needs with the group in which they are included. Furthermore, it highlights Care for Diversity as a guide for the assistant's interventions in the school. The urgent need for inclusive education to embrace the heterogeneity of students, considering gender, race, and sexuality as dimensions that influence the school experience and are targets of institutional violence and bullying, is concluded through this experience.