This article is a reflection on the paradigmatic implications involved on the practice of the school psychologist, which has been modified towards a relational practice, based on the presupposition of the historical social constitution of the human being. However, when this professional works in an educational institution faces several difficulties, such as: lack of comprehension from the other professional of the school board about the role of the psychologist at school; maintenance of a excluding and individualist practice (the problem is in the mind of the student or in his family), characterizing a linear and Cartesian thought. However, confronting practices, the school psychologist may create situations in order to think together with school board on better and fair existing conditions. Based on the presuppositions of the cultural-historical psychologist as well as the systemic theory, new forms of creation of these situations are presented and the results point to a new practice of the school psychologist.
Educational psychology; systemic theory; cultural-historical psychologist