<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000100203</article-id>
<article-id pub-id-type="doi">10.14393/obv6n1.a2022-64384</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Contribuições histórico-culturais à Psicologia Escolar na Educação Especial Inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Historical-cultural contributions to School Psychology in Inclusive Special Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barroco]]></surname>
<given-names><![CDATA[Sonia Mari Shima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tada]]></surname>
<given-names><![CDATA[Iracema Neno Cecilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetiva-se discutir as contribuições da Psicologia Escolar à Educação Especial sob a perspectiva da educação inclusiva à luz da Psicologia Histórico-Cultural (PHC). Aborda-se a Psicologia Escolar como área de atuação profissional que aplica estudos teórico-metodológicos e também os suscitam. Para o propósito, são apresentados aspectos conceituais sobre a educação escolar, o desenvolvimento do psiquismo, a educação especial e a inclusão. A Psicologia Escolar ao se pautar na tese central da PHC, a produção social do psiquismo, e ao recuperar os fundamentos teórico-metodológicos da defectologia vigotskiana, pode contribuir de modo efetivo no desvelamento e no enfrentamento das queixas escolares e na produção do fracasso escolar. Esta produção, não raramente, tem sido a porta de entrada para a Educação Especial, e nessa modalidade de ensino ela pode se instalar sob a sombra dos diagnósticos e laudos. Conclui-se que à Psicologia Escolar cabe manter-se numa perspectiva crítica, em defesa da boa escola, aquela que exerce a função clássica de ensinar e que busca estratégias adequadas para tanto, visto que todas as pessoas - com e sem deficiência - podem aprender. Essa luta implica garantias de acesso à matrícula e à escola, de permanência com condições efetivas de acesso aos conteúdos científicos, artísticos, filosóficos, éticos e de convivência em sociedade, e de terminalidade dos estudos com apropriação e certificação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective is to discuss the contributions of School Psychology to Special Education under the perspective of inclusive education in the light of Historical-Cultural Psychology (HCP). School Psychology is approached as an area of &#8203;&#8203;professional activity that applies theoretical-methodological studies and also raises them. For the purpose, conceptual aspects about school education, the development of the psyche, special education and inclusion are presented. School Psychology, based on the central thesis of HPC, the social production of psyche, and recovering the theoretical-methodological foundations of Vigotskian defectology, can effectively contribute to unveiling and confronting school complaints and the production of school failure. This production, not rarely, has been the gateway to Special Education, and in this teaching modality it can be installed under the shadow of diagnoses and reports. It is concluded that School Psychology must maintain a critical perspective, in defense of the good school, one that exercises the classic function of teaching and that seeks appropriate strategies for this, since all people - with and without disabilities - can learn. This struggle implies guarantees of access to enrollment and school, permanence with effective conditions of access to scientific, artistic, philosophical, ethical and coexistence contents in society, and completion of studies with appropriation and certification.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Educação Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento Humano]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Psychology]]></kwd>
<kwd lng="en"><![CDATA[Schooling]]></kwd>
<kwd lng="en"><![CDATA[Human development]]></kwd>
</kwd-group>
</article-meta>
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