CONTRIBUTIONS OF PSYCHOPEDAGOGY AND TUTORIAL ACTION IN THE EARLY YEARS OF ELEMENTARY EDUCATION IN LATIN AMERICAN EDUCATIONAL CONTEXTS

Abstract

The present investigation critically analyzes the contributions of Psychopedagogy articulated with tutorial action in the early years of Elementary Education within Latin American educational contexts, considering the multiple historical, social, cultural, and political determinations that permeate schooling processes in Latin America. The study is grounded in the understanding that educational inequalities, social vulnerabilities, and challenges related to inclusive education require interdisciplinary pedagogical practices capable of integrating cognitive, emotional, social, and neuropsychomotor dimensions into children’s human development. In this sense, the objective of the research was to understand how the integration between Psychopedagogy and tutorial action can contribute to the promotion of meaningful learning, socioemotional development, and the construction of inclusive, humanized school environments committed to a Culture of Peace. Methodologically, this is a qualitative, bibliographic, exploratory, and descriptive study grounded in national and international theoretical references related to critical Psychopedagogy, Latin American educational policies, neuroscience applied to education, and pedagogical mediation practices. The investigation engages with authors such as Paulo Freire, Emilia Ferreiro, Lev Vygotsky, Henri Wallon, Krelling, Moro, Frison, Kruppa, Souza, and Barbosa, articulating assumptions of humanizing education, collaborative learning, and the historical-social constitution of the subject. The results demonstrate that tutorial action, when integrated with psychopedagogical practices, constitutes an important mechanism for the comprehensive support of children, fostering processes of educational inclusion, strengthening autonomy, developing emotional self-regulation, expanding socioemotional competencies, and mediating learning difficulties. It was also found that pedagogical strategies grounded in dialogicity, cooperation, active listening, psychomotricity, and peer tutoring enhance students’ cognitive and emotional development, contributing to the consolidation of inclusive and emancipatory educational practices. It is concluded that Psychopedagogy, articulated with tutorial action, represents a relevant instrument of educational transformation in contemporary Latin American contexts, especially in light of demands related to the democratization of education, social justice, and the promotion of integral human development.