PSYCHOPEDAGOGY AS A MEDIATION TOOL IN THE TEACHING-LEARNING PROCESS OF CHILDREN WITH MICROCEPHALY

Abstract

This research aimed to analyze psychopedagogy as a mediation tool in the teaching-learning process of children with microcephaly, seeking to understand how its practices can contribute to inclusion, cognitive development, and the appreciation of students’ potential. The study, qualitative in nature and theoretical in approach, was based on a literature review of Brazilian scientific articles discussing psychopedagogical practice, the impacts of microcephaly on development, and inclusive educational methodologies. The results showed that psychopedagogical mediation acts as a link between emotion, cognition, and educational practice, allowing learning to occur in a meaningful, enjoyable, and coherent way according to each child’s condition. Affectivity proved to be a central factor for the success of interventions, strengthening the bond between mediator and student, promoting self-confidence, and transforming the school environment into a space of welcome and growth. The psychopedagogue’s role extends beyond addressing learning difficulties, encompassing teacher guidance and family support, consolidating its relevance in inclusive education. Therefore, psychopedagogy stands out as a field that unites scientific knowledge and human sensitivity, fostering educational practices based on empathy, inclusion, and the integral development of every child.