COGNITIVE-BEHAVIORAL THERAPY IN THE RESIGNIFICATION OF TEACHING PRACTICES AND BELIEFS ABOUT INCLUSIVE EDUCATION

Abstract

This article analyzes the contribution of Cognitive Behavioral Therapy (CBT) in the redefinition of teachers' beliefs about inclusive education, highlighting its potential to promote cognitive, emotional and behavioral changes in the school context. Based on authors such as Beck (2013), Bandura (1997) and Mantoan (2015), the study shows that many of the barriers to inclusion are rooted in dysfunctional cognitive schemes that generate resistance, insecurity and anxiety among teachers. CBT, through techniques such as cognitive restructuring, psychoeducation and socio-emotional skills training, has proven to be effective in transforming these beliefs, favoring the strengthening of teacher self-efficacy and the construction of more inclusive, democratic and diversity-sensitive pedagogical practices. The article also highlights the strategic role of School Psychology in mediating this formative process, articulating mental health, institutional culture and ethical-political commitment to educational inclusion.