INSTITUTIONAL PSYCHOPEDAGOGY AND ITS CONTRIBUTION TO THE PREVENTION OF SCHOOL FAILURE

Abstract

Institutional psychopedagogy has established itself as a significant field of practice focused on fostering learning and strengthening preventive educational strategies, thereby contributing to the identification of factors that may hinder students' academic development. In this context, school failure remains a recurring challenge for educational institutions, influenced by a complex interplay of pedagogical, social, familial, emotional, and institutional factors—a situation that underscores the need for strategies to mitigate its impact. Given this reality, this article aimed to analyze the contributions of institutional psychopedagogy to the prevention of school failure through a literature review. The study is qualitative, descriptive, and exploratory in nature, based on an analysis of 16 scientific articles published in Portuguese between 2008 and 2026; these were selected from Google Scholar and SciELO databases using pre-established inclusion and exclusion criteria. Data analysis was conducted using a thematic approach, allowing the main findings to be organized into key themes: the preventive role of institutional psychopedagogy, the understanding of school failure, psychopedagogical assessment, interdisciplinary collaboration, the continuing education of professionals, and the development of inclusive pedagogical practices. The results demonstrate that institutional psychopedagogy plays a pivotal role in the early identification of learning difficulties, the planning of preventive interventions, the integration of school, family, and multidisciplinary teams, and the strengthening of pedagogical initiatives aimed at the holistic development of students. The study also reveals that collaborative work among various educational professionals helps reduce factors associated with school failure and expands learning opportunities. It is concluded that institutional psychopedagogy serves as a vital tool for promoting an education system that is more inclusive, preventive, and committed to academic success, offering significant contributions to the enhancement of educational practices and the advancement of future research in this field.