Policy and Practice of Inclusive Education at the Federal Institute of Mato Grosso

the Role of the School Psychologist

Abstract

This article discusses the role of school psychologists at the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT), based on the analysis of institutional policies and practices aimed at inclusion. It is a descriptive field study with a qualitative-quantitative approach, conducted through an online questionnaire developed via Google Forms platform, with 16 participants holding the position of Student Assistance and Inclusion Coordinators. The analysis also included institutional documents and official statements from the IFMT Psychologists’ Collective. The study highlights the existence of guidelines that value collective work and an approach committed to diversity and inclusion. The role of the Student Assistance and Inclusion Coordination, present in all campuses, is emphasized, as well as the joint action with the multidisciplinary team, of which psychologists are part. The results show that the institution promotes collective practices that go beyond exclusively individual interventions. The articulation among psychologists within the institution also stands out, reinforcing the importance of practices committed to the inclusion of people with disabilities and other diversity groups. It is noted that these professionals can act as mediators between adaptation-based practices and inclusive ideals. The work of school psychologists at IFMT, despite facing challenges, is understood as being connected to public policies that support practices aimed at comprehensive human development, grounded in inclusion and equity. The study concludes by pointing to the importance of expanding dialogue with the school community and developing comparative research to deepen the understanding of psychological practices in educational contexts.