Through discussions held since the 1980s about Educational and School Psychology in a critical perspective, this research sought to understand the process of appropriation of this concept by a supervisor and an intern psychology of an Institution of Higher Education of Minas Gerais. From the contributions of cultural-historical psychology, the methodological choice was guided by knowing the professional education trajectory of participants, through investigative modality of oral history. The participants gave their testimonies at interview sessions, totaling four sessions with each, for approximately forty minutes. Upon analysis, it is possible to indicate: the mediation of the other as an inherent process in professional choices and practical theoretical learning; challenges and contradictions as a fundamental part of the appropriation process of a critical perspective, suggesting that learning is developed dialectically; practical activity and theoretical studies as essential components for the conceptual appropriation, the need to understand the theory and practice as a unit is indicated; and finally, the supervised learning as essential to the future school psychologist activity. The internship indicates how the mediation between supervisor and intern was fundamental to the theoretical and practical appropriation of Educational and School Psychology in a critical perspective by the intern, as well as the importance of pedagogical actions of the supervisor. The study points to the need for more research and actions for the school psychologist education in a critical perspective to consolidate this field with contextualized and emancipatory practices.
School psychology; psychologist education; concept formation