Substantiated by the theoretical and methodological assumptions of cultural-historical psychology, this article presents some results of a doctorate research that investigated the possibilities of a partnership between a psychologist and the management team of a local public elementary school in a city in the state of São Paulo. As methodological procedures, 23 reflective meetings were carried out on a weekly basis, throughout the year of 2010, with the participation of the principal, two vice-principals and two guidance counselors, members of the management team, which were used to promote reflection, artistic expressions of various natures. Each meeting was recorded and transcribed, resulting in the production of an abstract, whose reading, done together with the group at the beginning of the next meeting, allowed managers to reflect on their statements and its contents, constituting in a new moment of reflection. To deepen some issues that emerged from the meetings, semi-structured interviews were conducted with the subjects, which, along with the 18 prepared abstracts and recordings of evaluation meetings, made up the source for our analyses. As a result, it became clear that the relationship established between the psychologist and the management team is characterized by tensions and contradictions that prevent the legitimization of inserting psychologists in schools, even if there is great demand for this professional. We also observed the relevance of practices that use artistic mediations in promoting awareness of managers.
School psychology; Cultural-historical Psychology; Conscience; School administrators
