THE INFLUENCE OF SCHOOL PSYCHOLOGY ON THE RESIGNIFICATION OF TEACHERS' BELIEFS ABOUT INCLUSIVE EDUCATION

Abstract

This chapter analyzes, from a critical theoretical perspective, the role of School Psychology in reshaping teachers' beliefs about inclusive education. Based on a qualitative bibliographic research, the study discusses how cognitive schemas rooted in exclusionary and medicalized models still influence school practices, often reinforced by deficient initial training and lack of institutional support. Drawing on authors such as Mantoan, Carvalho, Patto, Oliveira & Freitas, and Bandura, it is shown that School Psychology—especially when mediated by ongoing, reflective training practices—is a key strategy in deconstructing prejudice, modifying dysfunctional beliefs, and strengthening inclusive pedagogical practices. The chapter also explores the articulation between Critical School Psychology and Cognitive Behavioral Therapy, highlighting how the cognitive restructuring of teachers enhances self-efficacy and contributes to institutional cultural change. The effects of such interventions lead to increased teacher confidence, openness, and engagement, fostering a more inclusive, equitable, and human rights-oriented educational environment.