Resumo Ao longo de seu percurso, a terapia ocupacional social vem propondo e consolidando referenciais teórico-metodológicos voltados para a intervenção com diversos sujeitos e contextos. Nessa trajetória, constituiu-se um diálogo com a ideia/noção de tecnologia social, formulação que ganha força na América Latina a partir dos anos 1990 e avança pela década de 2000, sob a perspectiva de um debate em torno da implementação coletiva de práticas democráticas. Tecnologias sociais são caracterizadas como produtos, técnicas ou metodologias elaboradas e implementadas com comunidades, que se alinham à ideia de transformação, participação e justiça social, visando a estratégias para a melhoria das condições de vida da população. As tecnologias propostas pela terapia ocupacional social, até aqui, são: Oficinas de Atividades, Dinâmicas e Projetos; Acompanhamentos Singulares e Territoriais; Articulação de Recursos no Campo Social; e Dinamização da Rede de Atenção. Apresentadas mais regularmente a partir do início dos anos 2000, como elementos teórico-práticos de inovação e criação em relatos de experiências e práticas profissionais, foram se consolidando ao longo dos anos 2010, tendo como eixo balizador as análises dialéticas entre coletivo e indivíduo, em inter-relação, dentro das dinâmicas que compõem as práticas sociais. Esse debate é histórico, mas também contemporâneo, exigindo que a subárea busque o fortalecimento de tecnologias já formuladas, sem descuidar, igualmente, de novas possibilidades em direção a uma transformação social vislumbrada.

Social transformation has been forwarded as a concept that can enhance the social responsiveness of occupational science and occupational therapy. This paper presents the findings of a conceptual review addressing how social transformation has been taken up in both fields. In stage one, we analyzed framings of social transformation in 26 peer-reviewed English, Portuguese, or Spanish-language articles published from 1997 to 2024. In stage two, we held three dialogue groups with eight article authors to critically reflect on conceptual review findings and further discuss the uptake of social transformation. A multi-phase analysis of articles and dialogue transcripts generated four threads: understanding social transformation as a constellation of ideas and practices; generating connecting ideas with space for diverse expressions and points of differentiation; the necessity of transforming occupational science and occupational therapy; and mobilizing social transformation as an ongoing dialogical space. These threads formed a tapestry of social transformation as an expressed commitment to enacting a collective process of working with groups that endure social inequities, with an aim of transforming social elements to create more equitable conditions and expand everyday possibilities for participation. Grounded in the recognition that critical reflexivity is vital for aligning concepts with intentions, these findings underscore the importance of contextually relevant understandings of social transformation, along with critical reflexivity and transparency regarding theoretical underpinnings, contextual considerations, and resultant practices. Future work, including ongoing egalitarian dialogue, is needed to deeply engage with critically informed theories and commit to an anti-oppressive positioning within the uptake of social transformation concepts.

Abstract Throughout its trajectory, social occupational therapy has been proposing and consolidating theoretical-methodological frameworks aimed at intervention with diverse subjects and contexts. Along this path, a dialogue has been established with the idea/notion of social technology, a concept that gained strength in Latin America from the 1990s onward and advanced through the 2000s, from the perspective of a debate concerning the collective implementation of democratic practices. Social technologies are characterized as products, techniques, or methodologies developed and implemented with communities, aligned with the ideas of transformation, participation, and social justice, seeking strategies to improve the population’s living conditions. The social technologies proposed by social occupational therapy so far include: Workshops of Activities, Dynamics, and Projects; Singular and Territorial Follow-ups; Articulation of Resources in the Social Field; and Dynamization of the Care Network. Presented more regularly since the early 2000s as theoretical-practical elements of innovation and creation in accounts of experiences and professional practices, they were consolidated throughout the 2010s, guided by dialectical analyses between the collective and the individual, in interrelation, within the dynamics that compose social practices. This debate is both historical and contemporary, demanding that the subfield seek the strengthening of already formulated technologies, while also remaining attentive to new possibilities toward an envisioned social transformation.

Introduction: Occupational therapists are tasked with developing technical, political, and ethical actions that address the suffering and isolation of diverse groups, particularly those historically marginalized. This study focuses on gender and sexual dissidences - a term encompassing individuals who exist beyond or outside of identity categories (such as lesbians, gays, bisexuals, transgenders, among others). Objectives: To present an overview of the practices of occupational therapists in Brazil with the population who experience dissidence of gender and sexuality. Method: Data were collected through an online survey using snowball sampling, initially reaching out to seed informants, professional entities, and social media networks. Data organization, analysis, and discussion were conducted using descriptive statistics, supplemented by the theoretical background of social occupational therapy, queer studies, and critical occupational science. Results: Ninety-five responses were analyzed, with informants reporting various motivations for their involvement with the topic, including personal and familial affinities and needs encountered within their professional contexts. A wide array of practices emerged, developed from distinct approaches across various professional domains. These were grouped into four main categories: individual consultations, group consultations, academic activities, and network articulation. Despite the relevance of theoretical-methodological frameworks, informants infrequently mentioned studies specifically addressing gender, sexuality, or occupational therapy in their responses. Conclusion: While contributions to the population who experience dissidence of gender and sexuality were noted, we identified no practices explicitly tailored to these populations or themes. Occupational therapists predominantly employ resources aligned with their core professional training and general education.

Resumo Introdução É tarefa do terapeuta ocupacional desenvolver ações técnicas, políticas e éticas que buscam dirimir o sofrimento e isolamento de diferentes sujeitos e grupos, especificamente aqueles historicamente subalternizados. Neste artigo, voltamo-nos para as dissidências de gênero e sexualidade, noção que pretende abarcar os sujeitos para além das categorias identitárias (lésbicas, gays, bissexuais, transgêneros, entre outras). Objetivos Apresentar um panorama das práticas de terapeutas ocupacionais com a população dissidente de gêneros e sexualidades no Brasil. Método Divulgamos um formulário on-line, utilizando a amostragem por bola de neve. Iniciamos o convite à participação nos valendo de informantes sementes, entidades profissionais e redes sociais. Para a organização, análise e discussão dos dados, lançamos mão de estatística simples, além dos postulados da terapia ocupacional social, estudos queer e ciência ocupacional crítica. Resultados Foram analisadas 95 respostas. Os informantes relataram diferentes motivos para o envolvimento com a temática, desde afinidades pessoais/familiares até necessidades com as quais se defrontaram no campo de intervenção. Reunimos uma diversidade de práticas, desenvolvidas a partir de diferentes abordagens e nas variadas áreas de atuação profissional, que foram agrupadas em quatro eixos: atendimentos individuais, atendimentos em grupo, atividades acadêmicas e articulação de rede. Quanto aos referenciais teórico-metodológicos que subsidiaram a ação, a menção foi restrita, tanto sobre estudos de gêneros e sexualidades quanto sobre a terapia ocupacional. Conclusão Ainda que atestada a contribuição para a população dissidente de gêneros e sexualidades, não identificamos práticas aventadas exclusivamente para essa população ou temática. Terapeutas ocupacionais utilizam recursos estabelecidos no núcleo profissional e da formação geral.

In the face of daily life, marked by alienation, which consumes the possibilities of a life with more freedom, it is important for occupational therapists to understand the forces of capitalism that have been devouring the natural, cultural, political and social bases - in the various dimensions, macro-microsocial, of life. Therefore, a revolutionary perspective is needed that has problematization as a "theoretical weapon" to develop an anti-oppressive therapeutic-occupational practice and that has the creation of "zones of freedom" as an intentionality. In order to substantiate this assertion, we discuss two aspects in this essay: the idealistic overcoming that occupational therapy is essentially good and innocent, thus dealing with its potential, already demonstrated by history, to produce violence, so that it is possible to assume a counter-hegemonic technical-political commitment; and, under these parameters, the proposition of occupational therapists as agents of problematization, in actions that contribute to making daily life happen better. It is a matter of understanding History as a possibility, which does not mean denying its cultural, social, political and economic conditioning, but recognizing them as non-determinant, affirming the ethical responsibility of being in and with the world and, thus, insisting on the guideline of transforming it collectively.

Introduction Occupational therapists are tasked with developing technical, political, and ethical actions that address the suffering and isolation of diverse groups, particularly those historically marginalized. This study focuses on gender and sexual dissidences – a term encompassing individuals who exist beyond or outside of identity categories (such as lesbians, gays, bisexuals, transgenders, among others). Objectives To present an overview of the practices of occupational therapists in Brazil with the population who experience dissidence of gender and sexuality. Method Data were collected through an online survey using snowball sampling, initially reaching out to seed informants, professional entities, and social media networks. Data organization, analysis, and discussion were conducted using descriptive statistics, supplemented by the theoretical background of social occupational therapy, queer studies, and critical occupational science. Results Ninety-five responses were analyzed, with informants reporting various motivations for their involvement with the topic, including personal and familial affinities and needs encountered within their professional contexts. A wide array of practices emerged, developed from distinct approaches across various professional domains. These were grouped into four main categories: individual consultations, group consultations, academic activities, and network articulation. Despite the relevance of theoretical-methodological frameworks, informants infrequently mentioned studies specifically addressing gender, sexuality, or occupational therapy in their responses. Conclusion While contributions to the population who experience dissidence of gender and sexuality were noted, we identified no practices explicitly tailored to these populations or themes. Occupational therapists predominantly employ resources aligned with their core professional training and general education.

Resumo À luz da dialética materialista-histórica, apresentamos uma pesquisa que se debruçou sobre a apreensão do campo profissional da terapia ocupacional na educação no Brasil. Seguindo o caminho metodológico do estudo, o texto traz um panorama inicial que se refere à relação dessa área com a Educação Básica brasileira e à nossa apreensão sobre a prática profissional específica de terapeutas ocupacionais contratadas pelo setor da educação, público e privado, para atuarem em escolas do país. Os dados foram obtidos por meio de: (1) formulário on-line distribuído nacionalmente com o apoio da rede profissional e de entidades representativas da categoria; e (2) entrevistas com terapeutas ocupacionais do setor da educação. Esse campo profissional vem se delineando principalmente desde os anos 2000, assumindo contornos porosos e um dimensionamento amplo, porém pouco denso, com um corpo conceitual irregular e dispersão quanto aos referenciais que informam essas práticas. Práticas que, por sua vez, decorrem de certo espontaneísmo, somado à incorporação do que é familiar, do ponto de vista teórico-metodológico, e, de certa forma, sujeitas ao que atores externos à área acreditam ser o papel dessas profissionais. Comumente, a motivação para a contratação de terapeutas ocupacionais advém do conhecimento de sua atuação em instituições de reabilitação, na forma da atuação clínica, ou na prática reabilitativa em instituições de educação especial. Diante disso, propomos que o horizonte a ser buscado seja o das possibilidades de ações de terapeutas ocupacionais direcionadas para uma educação formal básica de qualidade, pública, diversa, radicalmente inclusiva e, portanto, democrática, dotando a todos das ferramentas necessárias para o bem viver.

Resumo No Brasil, a Educação Básica, mediante o estabelecimento da Base Nacional Comum Curricular, em 2018, incorporou a noção de projeto de vida como um componente curricular. Todavia, alguns estados já haviam introduzido a disciplina “Projeto de Vida” nas escolas públicas desde a segunda década dos anos 2000, como ocorreu no Programa Ensino Integral do Estado de São Paulo, que delega ao Ensino Médio a função de subsidiar jovens na construção de seus projetos de vida. Diversas áreas do conhecimento demonstram interesse na noção/categoria projeto de vida, entre as quais a terapia ocupacional. Este estudo buscou apreender sob quais pressupostos e aportes teóricos terapeutas ocupacionais têm embasado suas pesquisas e ações técnicas ao abordarem a temática “projeto de vida”. Para tanto, realizou-se uma revisão de mapeamento na biblioteca SciELO, nos periódicos Cadernos Brasileiros de Terapia Ocupacional, Revista de Terapia Ocupacional da Universidade de São Paulo e Revista Interinstitucional de Terapia Ocupacional e na Biblioteca Brasileira de Teses e Dissertações, em período aberto, até janeiro de 2024. Foram reunidos 38 textos que articulam “terapia ocupacional” e “projeto de vida/projeto de futuro”. O conjunto de dados reunidos e sua análise levaram à elaboração de três eixos temáticos que configuraram e delimitaram as formas pelas quais terapeutas ocupacionais utilizam e problematizam a temática, tendo prevalecido práticas voltadas à (re)construção dos projetos de vida do público para o qual se voltam as ações terapêutico-ocupacionais. Pontua-se, ainda, um predomínio em torno dessa discussão nas produções das subáreas “terapia ocupacional social” e “terapia ocupacional na saúde mental”.

Resumo A pandemia de CoVID-19 agravou muitas problemáticas não suficientemente enfrentadas pelas políticas públicas sociais do Brasil. A evasão escolar é uma delas e afeta desproporcionalmente jovens das classes populares, em especial aqueles que são pobres, negros e periféricos, demandando corresponsabilidade de diferentes setores e atores sociais. A experiência da pesquisa/intervenção da qual decorre este texto voltou-se para as matrizes explicativas que incidiram e permanecem incidindo na ocorrência da evasão e/ou desistência escolar, além da compreensão e busca da superação dos motivos impeditivos do retorno ou da permanência do jovem à/na escola. Uma equipe interinstitucional formada por pesquisadores vinculados à Rede Metuia – Terapia Ocupacional Social, composta também por jovens universitários e jovens estudantes do Ensino Médio, vem desenvolvendo esta pesquisa/intervenção nas cidades de São Carlos e Santos (SP), João Pessoa (PB), Petrolina (PE), Brasília/Ceilândia (DF) e Simão Dias (SE). Para tanto, tendo como base a pesquisa-participante e a terapia ocupacional social, jovens universitários e jovens pesquisadores em suas escolas e/ou comunidades têm acompanhado, de forma singular e territorial, outros jovens que estão fora da escola. Agregando-se outras estratégias metodológicas, tais como questionários, photovoice, entrevistas, painel de especialistas, seminários locais e internacionais, bem como ampliando-se a ideia da “busca ativa”, que tem sido exigida dos profissionais da educação, pretende-se um cuidado ativo e democrático, corresponsabilizando todos que compõem a rede social de suporte dos jovens em seus territórios. Trata-se aqui de compartilhar essa experiência desde sua construção aos questionamentos decorrentes dos seus dois primeiros anos.

This text presents discussions on race, ethnicity, and racism organized through the framework of social occupational therapy. The motivation stems from reflections in the article "A critical reflection from inside, looking back and forward: Theorizing perspectives on decolonizing occupational science theory and practice," published in the Journal of Occupational Science. A critical dialogue is proposed regarding the hegemonic and colonial aspects that persist in the scientific production of occupational science and occupational therapy. In this context, social occupational therapy, throughout its historical trajectory, has been offering theoretical parameters within the debates on race, ethnicity, and racism that are intrinsic to understanding structural social inequality, with its specificities based on the involved contexts. Attention is drawn to the invisibility caused by the many colonialisms surrounding the academic production of the Global South, comprising a range of discussions that contribute to anti-imperialist and decolonial possibilities of knowledge that aim to challenge hegemonic perspectives. The text concludes that, historically, social occupational therapy advocates for the production of a more politically just and equitable practice, contributing to a dialogue with critical occupational science.

Comprometidos com a necessidade de di & aacute;logos internacionais na terapia ocupacional e na ci & ecirc;ncia ocupacional, nos voltamos para o desenvolvimento de uma proposta de alian & ccedil;a entre a terapia ocupacional social e a ci & ecirc;ncia ocupacional cr & iacute;tica baseada em uma s & eacute;rie de debates te & oacute;ricos entre pesquisadore(a)s brasileiro(a)s e canadenses. Por meio desses encontros dial & oacute;gicos, visamos apreender e propor contribui & ccedil;& otilde;es que articulassem o interesse compartilhado destas disciplinas em torno da transforma & ccedil;& atilde;o social, fundada na justi & ccedil;a social. Reconhecendo pontos de diferen & ccedil;a, trata-se de uma alian & ccedil;a que toma pontos de converg & ecirc;ncia, incluindo: a emerg & ecirc;ncia de preocupa & ccedil;& otilde;es relacionadas & agrave; justi & ccedil;a e equidade; saberes oriundos das 'margens'; uma articula & ccedil;& atilde;o com a teoria social cr & iacute;tica para orientar a produ & ccedil;& atilde;o de conhecimento e questionar as rela & ccedil;& otilde;es de poder dentro e fora da disciplina e da profiss & atilde;o; e as a & ccedil;& otilde;es intencionadas & agrave; justi & ccedil;a social, especialmente junto a grupos marginalizados. Nossa base argumentativa parte dos postulados de tr & ecirc;s autores: as conceitua & ccedil;& otilde;es de vulnerabilidade, precariedade, e alian & ccedil;a de Judith Butler; as proposi & ccedil;& otilde;es de Nancy Fraser sobre justi & ccedil;a social; e o conceito de di & aacute;logo de Paulo Freire. Dado um di & aacute;logo que reconhece e respeita diferentes conhecimentos e pr & aacute;ticas, produz-se uma alian & ccedil;a em dire & ccedil;& atilde;o & agrave; justi & ccedil;a social que visa disponibilizar recursos te & oacute;ricos e pr & aacute;ticos mais complexos para o pensamento cr & iacute;tico sobre a realidade social. Junto a isso, ampliar a compreens & atilde;o de como diferentes opress & otilde;es impactam e influenciam as possibilidades de viver, propondo a constru & ccedil;& atilde;o de mundos habit & aacute;veis e pr & aacute;ticas de liberdade com pessoas e comunidades que enfrentam opress & atilde;o.

The CoVID-19 pandemic exacerbated many issues insufficiently addressed by Brazil's social public policies. School dropout is one such issue, disproportionately affecting young people from working-class backgrounds, especially the poor, Black, and peripheral populations, requiring the shared responsibility of various sectors and social actors. The research/intervention experience focused on the explanatory frameworks contributing to the occurrence and persistence of school dropout and/or withdrawal, as well as understanding and seeking to overcome the obstacles preventing young people from returning to or staying in school. An interinstitutional team, comprising researchers affiliated with the Metuia Network - Social Occupational Therapy, along with young university and high-school students, has been conducting this research/intervention in the cities of S & atilde;o Carlos and Santos (SP), Joao Pessoa (PB), Petrolina (PE), Brasilia/Ceilandia (DF), and Simao Dias (SE). Based on participatory action research and social occupational therapy, young university students and researchers in their schools and/or communities have been individually and territorially following up other young people who are out of school. By incorporating additional methodological strategies, such as questionnaires, photovoice, interviews, expert panels, domestic and international seminars, and expanding the concept of "active search," which has been required of education professionals, the aim is to provide active and democratic care, ensuring shared responsibility among all those who form the social support network for young people in their territories. This text aims to share this experience, from its inception to the questions arising from its first two years.

Resumen Introducción La literatura sobre historia de la terapia ocupacional refiere que a esta le precede un saber construido a partir de la administración de actividades, especialmente el trabajo, a personas asiladas. Objetivo Identificar cómo, desde la terapia ocupacional latinoamericana y la historia, se ha abordado el tema del trabajo y otras actividades en instituciones mentales antes de la profesionalización de la terapia ocupacional. Método Se realiza un análisis documental en dos niveles: estudios de terapeutas ocupacionales en América Latina y estudios desde la disciplina histórica en diferentes lugares del mundo. Resultados Los trabajos de terapeutas ocupacionales reivindican la comprensión de los procesos históricos de conformación del campo profesional en Latinoamérica. Abordan el tema con un alcance exploratorio y revelan asuntos que requieren ser profundizados; emplean principalmente fuentes secundarias y algunos transfieren análisis basados en otras realidades. Desde la historia, se plantean siete temas: relación entre trabajo y tratamiento moral; relación entre capacidad para trabajar y enfermedad mental; adaptaciones y apropiaciones de modelos y propuestas sobre trabajo en instituciones psiquiátricas; modelos institucionales que incorporaron el trabajo de pacientes; debates entre beneficio económico y terapéutico; significados atribuidos al trabajo en las instituciones; profesionalización en la primera mitad del siglo XX. Conclusión Esta aproximación abre posibilidades para analizar una práctica poco estudiada y expone su complejidad y contradicciones. También, evidencia vacíos en los relatos acerca del uso del trabajo y otras actividades en las instituciones mentales latinoamericanas, sus formas particulares y los saberes e intereses en disputa que lo conformaron.

Committed to the necessity of international dialogues in occupational therapy and occupational science, we have developed a proposal for alliance between social occupational therapy and critical occupational science based on a series of theoretical dialogues between Brazilian and Canadian researchers. Through these dialogues, we have aimed to understand and propose contributions that articulate the shared intent of social transformation enhancing social justice of these disciplines. While acknowledging points of difference, we propose an alliance based on points of convergence, including emergence from concerns related to justice and equity; development coming from the 'margins'; mobilization of critical social theory to orient knowledge production and question power relations within and outside the discipline and the profession; and an intent to work towards social justice, especially with marginalized groups. Our key arguments are informed by theoretical concepts from three authors: Judith Butler's conceptualizations of vulnerability, precarity, and alliance; Nancy Fraser's propositions regarding social justice; and Paulo Freire's concept of dialogue. Through dialogue that recognizes and respects different knowledges and practices, an alliance is produced toward social justice, one that aims to realize more complex theoretical and practical resources for critical thinking about social reality. In turn, possibilities for apprehending how different oppressions impact and influence the possibilities of living can be expanded, informing approaches to building inhabitable worlds and proposing practices of freedom with persons and communities facing oppression.

Abstract Introduction The literature on the history of occupational therapy refers to the fact that it is preceded by a knowledge built from the administration of activities, especially work, to people in asylums. Objective To identify how, from Latin American occupational therapy and history, the issue of work and other activities in mental institutions before the professionalization of occupational therapy has been studied. Method A documentary analysis is carried out at two levels: studies of occupational therapists in Latin America and studies from history in different parts of the world. Results The works of occupational therapists vindicate the understanding of the historical processes of shaping the professional field in Latin America. They address the issue with an exploratory scope and reveal issues that need to be deepened; they mainly employ secondary sources and some transfer analyses based on other realities. From history, seven themes are raised: the relationship between work and moral treatment; relationship between ability to work and mental illness; adaptations and appropriations of models and proposals on work in psychiatric institutions; institutional models that incorporated the work of patients; debates between economic and therapeutic benefit; meanings attributed to work in institutions; professionalization in the first half of the twentieth century. Conclusion This approach opens possibilities for analyzing a little-studied practice and exposes its complexity and contradictions. It also evidences gaps in the narratives about the use of work and other activities in Latin American mental institutions, its particular forms and the disputed knowledge and interests that shaped it.

Abstract In Brazil, Basic Education, through the establishment of the National Common Curricular Base, in 2018, incorporated the notion of life project as a curricular component. However, some states had already introduced the subject “Life Project” in public schools since the second decade of the 2000s, as occurred in the Comprehensive Education Program of the State of São Paulo, which delegates to high school the function of subsidizing young people in the construction of their life projects. Several areas of knowledge show interest in the notion/category of life project, including occupational therapy. This study sought to understand under what assumptions and theoretical contributions occupational therapists have baser their research and technical actions when approaching the theme “life project”. To this end, a mapping review was carried out in the SciELO library, in the periodicals Cadernos Brasileiros de Terapia Ocupacional, Revista de Terapia Ocupacional da Universidade de São Paulo and Revista Interinstitucional de Terapia Ocupacional and in the Biblioteca Brasileira de Teses and Dissertations, in an open period, until January 2024. 38 text that articulated “occupational therapy” and “life/future project” were gathered. The set of data gathered and its analysis led to the elaboration of three thematic axes that configured and delimited the ways in which occupational therapists use and problematize the theme, with prevailing practices aimed at (re)constructing the life projects of the public for which they are therapeutic-occupational actions return. There is also a predominance of this discussion in the productions of the subareas “social occupational therapy” and “occupational therapy in mental health”.

Este ensaio teórico-bibliográfico propõe uma reflexão entre as noções de vocação e destino e suas relações com o projeto de vida dos jovens na contemporaneidade. Para tanto, busca-se compreender como as inclinações pessoais e as vivências cotidianas dos jovens podem se apresentar como um dos principais elementos da construção desses projetos. Por fim, critica-se uma das finalidades do Ensino Médio apresentada na Base Nacional Comum Curricular homologada em 2007, uma vez que essa supõe o desenvolvimento de competências que possibilitem ao jovem se adaptar com flexibilidade a novas condições de ocupação ou aperfeiçoamento posteriores, tornando isso uma influência em seus “projetos de vida”.

Guided by dialectical and historical materialism, we present research that focused on understanding the professional field of occupational therapy in education in Brazil. Following the study's methodological path, the text provides an initial overview that addresses the relationship between this field and Brazilian Basic Education, as well as our understanding of the specific professional practice of occupational therapists hired by the education sector, both public and private, to work in schools across the country. The data were obtained through: (1) an online form distributed nationwide with the support of professional networks and entities representing the category; and (2) interviews with occupational therapists from the education sector. This professional field has mainly been taking shape since the 2000s, assuming porous contours and a broad but not very dense scope, with an irregular conceptual framework and dispersion regarding the references that inform these practices. These practices, in turn, arise from a certain spontaneity, combined with the incorporation of what is familiar from a theoretical-methodological standpoint, and, to some extent, are subject to what external actors to the field believe the role of these professionals should be. Often, the motivation for hiring occupational therapists stems from knowledge of their work in rehabilitation institutions, either in clinical practice or in rehabilitative practice within special education institutions. Considering this, we propose that the horizon to be pursued is one of possibilities for occupational therapists' actions aimed at a quality, public, diverse, radically inclusive, and thus democratic formal basic education, equipping everyone with the necessary tools for well-being.