THE GUIDANCE COUNSELOR AND HIS CHALLENGES FOR INCLUSIVE AND COLLABORATIVE EDUCATION

• DOI: https://doi.org/10.22533/at.ed.558562514039

• Palavras-chave: Guidance counselor, pandemic, technology, inclusion.

• Keywords: Guidance counselor, pandemic, technology, inclusion.

• Abstract:

  This article explores the essential role of the guidance counselor in contemporary schools, with an emphasis on the challenges faced in the post-COVID-19 pandemic period. It highlights the need for an interdisciplinary approach and for welcoming the school community in the midst of social and technological changes. The pandemic has intensified the urgency of adaptation, promoting the use of technologies as indispensable tools in the educational process. In addition, the text addresses the importance of an inclusive and critical education that respects diversity and prepares students for a world in constant transformation. Historically, guidance counselors evolved from training in normal courses and philosophy faculties, initially working in primary and secondary education. After the military dictatorship of 1964, the pedagogy course was reformulated, creating qualifications and consolidating educational guidance as a profession. Laws such as 5.540/68 and the Education Guidelines and Bases Law No. 5692 of 1971 reinforced the importance of vocational guidance and the role of guidance counselors as facilitators of teaching and learning. Currently, the role of the guidance counselor is seen as fundamental to integrating different areas of knowledge and supporting the school community in overcoming new challenges. The article proposes that education should be a welcoming and innovative space, capable of responding to the demands of a rapidly evolving society, with guidance counselors playing a crucial role in this process.