Abstract:
Considering the rates still expressive of illiteracy and educational exclusion of the
overwhelming majority of the Brazilian population, and learning difficulties, this work
aims to discuss the importance of contextuality in the understanding and contribution
of psychopedagogy to education. The emergence of Brazil as an economic
powerhouse on the world stage raises questions about the discrepancy between the
socially produced wealth and a considerable number of people excluded from the
distribution, in which is included access to education, not to mention that for the
radical democratic development is absolutely massive aggregation of people into
education processes. For beyond to a functional illiteracy, the psychopedagogy can
contribute to the consideration of social interactions and emotional capacity to
understand and know the consequent knowing that arises from the democratic
relationship between teachers and students.
