The Interdisciplinarity Between the Practices of the Psychopedagogue and the Psychologist in Schools: An Integrative Review

Abstract

Psychopedagogy and school psychology play important roles within the educational environment, both aiming to support the learning process of students, involving knowledge acquisition, distortions, and development. Both fields can intervene in this process through strategies that consider the individual's uniqueness and aim to understand the person as a being in the process of constructing knowledge. Thus, the objective of this study was to identify, according to the literature, how interdisciplinarity occurs between the practices of the psychopedagogue and the psychologist in schools. This is a qualitative research study conducted through an integrative literature review (ILR), based on searches of indexed publications in the Scientific Electronic Library Online (SciELO) and the Electronic Journal of Psychology (PePSIC). The keywords used were: “School,” “Psychopedagogy,” “School Psychology,” and “Interdisciplinarity.” At the end of the searches, eight (8) articles met the eligibility criteria and were selected to form the sample of the investigation. As results, the importance and necessity of interdisciplinary teams in the educational setting were identified, since the production of knowledge and the objectives of the professions intersect, providing prevention and intervention in the teaching-learning process in a more qualified, effective, and meaningful way. Additionally, it was highlighted that few schools have both professional categories, which hinders interprofessional work and approaches that are more centered on the students' individualities.