O que pode um(a) analista do comportamento na escola? Uma revisão integrativa das contribuições da análise do comportamento para psicologia escolar

Abstract

This dissertation aimed to analyze Brazilian scientific productions in Behavior Analysis related to the school context from 2014 to 2024, with the goal of identifying theoretical and practical contributions for the work of school psychologists. It is based on the observation that, although Behavior Analysis offers significant contributions to education, its presence in the daily practice of School Psychology remains limited, often hindered by misunderstandings or distorted views of this approach. The research adopts the method of integrative literature review, conducted on the SciELO, PePSIC, CAPES Portal, and BDTD platforms, using descriptors that combine "Behavior Analysis" with terms related to basic education. Brazilian works that addressed school practices and dimensions from a behavior-analytic perspective were included, totaling 60 studies. The results were thematically organized using ATLAS.ti software, allowing for coding and qualitative data analysis. The selected works were grouped into the following roles of the school psychologist: Training and development of educational teams; Facilitation of school inclusion and special education processes; Actions to promote development; Interventions in teaching-learning processes; Prevention and combating of violence; Design of educational projects, curricula, and policies; Family-school communication and integration; Intersectoral articulation; Career guidance. The discussion highlighted that Behavioral School Psychology is based on analyzing functional relationships within and outside the school, planning interventions aimed at promoting target behaviors or reducing inappropriate behaviors through changes in the elements that make up school context contingencies. It is clear that this model of practice is built upon context-based actions, taking into account the multiple factors that shape the school environment, distancing itself from a clinical and individual conception of School Psychology. It is concluded that systematizing Behavior Analysis productions in the educational field can significantly contribute to the training of school psychologists and the expansion of the technical-scientific repertoire applied to the reality of Brazilian schools. It is recommended that Behavior Analysis contributions be more equitably included in School Psychology training and practice, overcoming historical stigmas and recognizing its potential as a scientific approach aimed at the development of quality Education.