CONNECTIONS BETWEEN NEUROPSYCHOPEDAGOGY AND SPECIAL EDUCATION: STRATEGIES FOR MEANINGFUL INCLUSION

Abstract

In recent decades, the school inclusion of students in Special Education has become one of the main challenges faced by Brazilian educational institutions. Despite legal and theoretical advances, many schools still present gaps in the implementation of pedagogical practices that effectively address diversity. The methodological difficulties experienced by teachers, combined with a historically exclusionary educational model, highlight the urgency of more integrative approaches. In this context, neuropsychopedagogy emerges as a transdisciplinary science capable of offering theoretical and practical support for the development of strategies that promote meaningful learning for students with disabilities. The general objective of this research was to seek, in the scientific literature, learning strategies that can assist teachers responsible for supporting students with disabilities, based on the analysis of studies that address the topic from the perspective of neuropsychopedagogy. The study adopted a bibliographic and exploratory methodology, based on materials such as books, scientific articles, and institutional documents. The research was conducted in academic databases, prioritizing publications in Portuguese, with emphasis on authors such as Avelino (2019), Bezerra (2014), Fonseca (2014), and Rotta (2007). The results indicated that the articulation between neuroscientific, pedagogical, and psychological knowledge broadens the understanding of learning processes, providing educators with new tools for inclusive practice. It was also found that the implementation of diversified methodologies, combined with investment in teacher training, enhances educational processes. Future research should further explore the impact of neuropsychopedagogical interventions in the school context.

DOI: https://doi.org/10.56238/sevened2025.027-001