Consultoria Colaborativa e Terapia Ocupacional nos contextos educacionais: uma revisão de literatura

Abstract

Introduction: The growing emphasis on school inclusion challenges the traditional educational model, demanding practices and policies that take diversity into account. In this context, Occupational Therapy has contributed to inclusive actions through various strategies, including Collaborative Consultation, which promotes joint efforts between occupational therapists and teachers, focusing on dialogue and the construction of solutions for school-related demands. Objective: To conduct an integrative review of national literature to identify studies on the role of occupational therapists in schools using the Collaborative Consultation approach. Method: This is an integrative review of national literature. Four databases were used (BVS, CAPES, DOAJ, LILACS and SciELO), with search strategies based on descriptors combined using Boolean operators. Predefined inclusion and exclusion criteria were applied, and study screening occurred in three stages: reading of titles, abstracts, and full texts. In the end, six articles were selected and qualitatively analyzed based on the identification of emerging thematic categories. Results: The studies indicate that Collaborative Consultation has been described as a promising strategy to promote inclusion, highlighting active listening to teachers, pedagogical adaptations, and articulation between the Health and Education sectors. The identified interventions include the use of assistive technology, teacher training actions, joint planning of educational practices, and curricular adaptations. Actions that strengthen the ties between occupational therapists, teachers, and the school community were also observed. The theoretical frameworks varied between functionalist and critical approaches, with the latter being more aligned with transformative and emancipatory practices. Conclusion: Collaborative Consultation emerges as an ethical, dialogical, and potentially transformative approach to the role of the occupational therapist in schools, as it fosters the development of inclusive educational practices and promotes accessibility and participation. Despite its relevance, a scarcity of national studies on the subject was observed, highlighting the need to expand scientific production in this field.