CONTRIBUTIONS OF SCHOOL PSYCHOLOGY TO THE PREVENTION OF DELINQUENT ACTS IN ADOLESCENCE: A LITERATURE REVIEW

Abstract

This article analyzes the contributions of School Psychology to the prevention of criminal acts in adolescence, with an emphasis on the school as a space for integral protection, qualified listening, conflict mediation and strengthening social bonds. The study is based on the understanding that criminal conduct cannot be explained solely by individual choices, as the trajectory of many adolescents is crossed by social inequality, family fragility, school dropout, violence and difficulty in accessing public policies. The research was developed through a bibliographical review, with a qualitative approach, with consultation of scientific articles, technical documents and legislation related to School Psychology, the Child and Adolescent Statute, the National Socio-Educational Service System and Law nº 13,935/2019. The results indicate that the presence of psychologists in basic education can contribute to preventive practices, as long as their work is not reduced to individual care or the logic of correcting behaviors. School Psychology has greater power when it acts collectively, linked to the family, teachers, school management and the protection network. The work concludes that the prevention of infractions requires intersectoral policies, school retention, democratic coexistence and actions that recognize adolescents as subjects of rights.