The contributions of psycho-pedagogical follow-up in higher education

Abstract

Psychopedagogy in a higher education institution is characterized by work that allows mediating problems in the teaching process by seeking to improve learning relationships, helping in the process of adaptation and development of autonomy and other difficulties presented by students during their academic training. This paper aims to analyze the importance of psychopedagogical monitoring in higher education institutions to help students with adaptation problems and learning difficulties, understanding the historical context of psychopedagogy in Brazil and the contributions of psychopedagogy in the adaptation and learning process of academics. The problem we sought to investigate was: What are the contributions of psychopedagogy in the process of academic adaptation and learning with students in higher education? The methodology used was exploratory-descriptive and bibliographical, with a qualitative approach. The study showed that psychopedagogical care contributes to the process of learning, adaptation and permanence of the academic, which also contributes to strengthening the policy of inclusion and democratization in the successful access and permanence of those entering higher education.