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Nos últimos anos, a inclusão demonstrou-se uma prioridade, como um direito de todas as crianças e jovens a uma educação de qualidade. O conceito de educação inclusiva desafia as práticas de psicólogos/as escolares, particularmente, com comunidades em maior risco de marginalização ou exclusão como é o caso de pessoas ciganas. Estima-se que, aproximadamente, 40 a 60 mil pessoas ciganas vivam em Portugal e que, cerca de, 25 mil representem crianças e jovens ciganos/as nas escolas portuguesas. Neste sentido, é essencial explorar como as experiências e práticas dos/as psicólogos/as escolares têm impacto na inclusão de crianças e jovens ciganas/os. A abordagem metodológica adotada neste estudo qualitativo foi a grounded theory, onde se exploram as experiências e práticas de 7 psicólogos/as escolares, através de entrevistas semi-estruturadas, sobre o papel do/a psicólogo/a na inclusão de crianças e jovens ciganas/os nas escolas portuguesas. Neste estudo compreendeu-se aspetos inerentes à inclusão das comunidades ciganas no âmbito da sociedade e educação, à escola e às práticas de psicólogos/as escolares. Nas modalidades de intervenção dos/as psicólogos/as para a promoção da inclusão da comunidade cigana pode-se salientar a avaliação, a consulta psicológica, a consultadoria, os projetos de promoção de desenvolvimento psicológico e a advocacia.
In recent years, inclusion has become a priority, as a right of all children and young people to a quality education. The concept of inclusive education challenges the practices of school psychologists, particularly with communities that represent ethnic minorities, such as Gypsies (Roma). In a broader view of inclusion, the role of the school psychologist is fundamental, being important for those who are at greater risk of exclusion. It is estimated that approximately 40.000 to 60.000 Roma people live in Portugal and that around 25.000 represent Roma children and young people in Portuguese schools. In this sense, it is essential to explore how the experiences and practices presented by school psychologists reveal an impact on the inclusion of Gypsy children and young people, considering different perspectives. The methodological approach adopted in this qualitative study was the grounded theory, in which the experiences and practices of 7 school psychologists are explored, through semi-structured interviews, on the role of the psychologist in the inclusion of Roma children and young people in Portuguese schools. In this study, aspects inherent to the inclusion of gypsy communities in society and education, the school and the practices of school psychologists were understood. In terms of interventions by psychologists to promote inclusion in the Roma community, assessment, psychological consultations, consultancy, projects to promote psychological development and advocacy can be highlighted.
In recent years, inclusion has become a priority, as a right of all children and young people to a quality education. The concept of inclusive education challenges the practices of school psychologists, particularly with communities that represent ethnic minorities, such as Gypsies (Roma). In a broader view of inclusion, the role of the school psychologist is fundamental, being important for those who are at greater risk of exclusion. It is estimated that approximately 40.000 to 60.000 Roma people live in Portugal and that around 25.000 represent Roma children and young people in Portuguese schools. In this sense, it is essential to explore how the experiences and practices presented by school psychologists reveal an impact on the inclusion of Gypsy children and young people, considering different perspectives. The methodological approach adopted in this qualitative study was the grounded theory, in which the experiences and practices of 7 school psychologists are explored, through semi-structured interviews, on the role of the psychologist in the inclusion of Roma children and young people in Portuguese schools. In this study, aspects inherent to the inclusion of gypsy communities in society and education, the school and the practices of school psychologists were understood. In terms of interventions by psychologists to promote inclusion in the Roma community, assessment, psychological consultations, consultancy, projects to promote psychological development and advocacy can be highlighted.
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Keywords
Ciganos/as Inclusão Educação inclusiva Práticas de psicólogos/as escolares Experiências de psicólogos/as escolares Gypsies (Roma) Inclusion Inclusive education Practices of school psychologists Experiences of school psychologists