Terapia ocupacional e educação: em busca de encontros na Argentina
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Universidade Federal de São Carlos
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La Terapia Ocupacional ha ampliado su inserción profesional en el sector de la educación en diferentes países, incluyendo algunos latinoamericanos; sin embargo, la producción científica sobre esta actuación en la región se concentra principalmente en países como Brasil, Colombia, Chile y Argentina, tal como lo evidencia una investigación reciente realizada en el marco del Grupo de Investigación “Cidadania, Ação Social, Educação e Terapia Ocupacional”, en la línea de investigación “Escola, Terapia Ocupacional e Inclusão Radical”. Asimismo, a través de esta investigación, se identificó la consolidación de un importante campo de actuación de la terapia ocupacional en el sistema educativo argentino. Ante este escenario, esta investigación tuvo como objetivos conocer y analizar la constitución del campo profesional de la terapia ocupacional en el sector de la educación en Argentina; comprender la organización del sistema educativo argentino y las formas de inserción profesional de terapeutas ocupacionales; sistematizar y analizar los documentos normativos que orientan esta actuación; e identificar las principales acciones desarrolladas por estos profesionales. Para ello, se realizó una revisión de mapeo, articulada con la investigación documental y la realización de entrevistas en profundidad con terapeutas ocupacionales que se desempeñan en el sistema educativo argentino. Se identificaron 20 artículos científicos, de los cuales 4 cumplieron con los criterios de inclusión de la investigación; se analizaron 136 documentos de la literatura gris, de los cuales se incluyeron 31–totalizando 35 documentos, además de la realización de 5 entrevistas. Los resultados evidencian que la actuación de la terapia ocupacional está institucionalizada en la modalidad de educación especial, sustentada por marcos regulatorios públicos. Las prácticas desarrolladas se concentran en el acompañamiento de niños, adolescentes y jóvenes con necesidades educativas especiales, extendiéndose a las familias, a los equipos escolares y a los territorios, lo que demuestra una trayectoria consolidada de inserción de la terapia ocupacional en el sistema público de educación argentino y da cuenta de su potencial para promover la participación, la inclusión y el derecho a la educación.
Occupational Therapy has expanded its professional practice within the education sector across various countries, including several in Latin America. However, scientific literature on this practice in the region remains concentrated mainly in countries such as Brazil, Colombia, Chile, and Argentina, as highlighted by recent research conducted within the Research Group “Cidadania, ação social, educação e terapia ocupacional” (Citizenship, social action, education, and occupational therapy), under the research line “Escola, terapia ocupacional e inclusão radical” (School, occupational therapy, and radical inclusion). Furthermore, this research identified the consolidation of a significant field of practice for occupational therapy within the Argentine educational system. Given this context, this study aimed to understand and analyze the establishment of occupational therapy as a professional field in Argentina's education sector; comprehend the organization of the Argentine educational system and the modes of professional integration for occupational therapists; systemize and analyze the regulatory policy documents guiding this practice; and identify the main actions carried out by these professionals. To this end, a scoping review was conducted, integrated with document analysis and in-depth interviews with occupational therapists working in the Argentine educational system. A total of 20 scientific articles were identified, 4 of which met the inclusion criteria; 136 grey literature documents were analyzed, with 31 being included—totalling 35 documents, alongside 5 conducted interviews. The results demonstrate that occupational therapy practice is institutionalized within the Special Education modality and supported by public regulatory frameworks. Practices focus on accompanying children, adolescents, and youth with special educational needs, extending to families, school teams, and local territories. This reveals a consolidated trajectory of occupational therapy's integration into the Argentine public education system and highlights its potential to promote participation, inclusion, and the right to education.
Occupational Therapy has expanded its professional practice within the education sector across various countries, including several in Latin America. However, scientific literature on this practice in the region remains concentrated mainly in countries such as Brazil, Colombia, Chile, and Argentina, as highlighted by recent research conducted within the Research Group “Cidadania, ação social, educação e terapia ocupacional” (Citizenship, social action, education, and occupational therapy), under the research line “Escola, terapia ocupacional e inclusão radical” (School, occupational therapy, and radical inclusion). Furthermore, this research identified the consolidation of a significant field of practice for occupational therapy within the Argentine educational system. Given this context, this study aimed to understand and analyze the establishment of occupational therapy as a professional field in Argentina's education sector; comprehend the organization of the Argentine educational system and the modes of professional integration for occupational therapists; systemize and analyze the regulatory policy documents guiding this practice; and identify the main actions carried out by these professionals. To this end, a scoping review was conducted, integrated with document analysis and in-depth interviews with occupational therapists working in the Argentine educational system. A total of 20 scientific articles were identified, 4 of which met the inclusion criteria; 136 grey literature documents were analyzed, with 31 being included—totalling 35 documents, alongside 5 conducted interviews. The results demonstrate that occupational therapy practice is institutionalized within the Special Education modality and supported by public regulatory frameworks. Practices focus on accompanying children, adolescents, and youth with special educational needs, extending to families, school teams, and local territories. This reveals a consolidated trajectory of occupational therapy's integration into the Argentine public education system and highlights its potential to promote participation, inclusion, and the right to education.