Resumo:
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.
