O OLHAR DA GESTALT-TERAPIA SOBRE A EDUCAÇÃO ESCOLAR

Abstract

The article analyzes the contribution of Gestalt therapy to understanding and improving educational processes within the school context. It defines education as a collective, affective, and relational journey, drawing on authors such as Rubem Alves, Vygotsky, and Paulo Freire. It argues that learning goes beyond the simple acquisition of content and involves challenges, meaning-making, and meaningful interaction between the individual, the environment, and the educator. The study conducts basic, exploratory, and qualitative research, reviews scientific literature, and demonstrates how Gestalt principles strengthen more humanized pedagogical practices. It also highlights the role of the school psychologist and the psychopedagogue from a Gestalt perspective, showing that these professionals do not limit themselves to solving problems but instead facilitate reflection, dialogue, and relational awareness. Finally, the article advocates for expanding opportunities for choice within the learning process, strengthening support networks, and promoting the construction of more welcoming, critical, and participatory educational environments.