Possible theoretical-epistemological fundamentals in current literature for the work of school psychologists

Abstract

School psychology in Brazil has been expanding. Therefore, the general objective of this work was to search in the current literature theoretical-epistemological foundations for working in school psychology. This qualitative search for studies published in the Google Scholar and Scielo databases, with 18 studies being integrated. The results point to constantly recurring transformations. They also point out the need for adherence to Historical-Cultural Psychology, which requires that the professional, regardless of the approach he uses for his individual, group and/or institutional work, adopt commitment against ideologies end practices that individualize, and blame these or context. The Person-Centered Approach focuses on acceptance, trust, assessment of defects and strengths, rather than deficiencies. And Vygotsky’s concept of imagination, which stems from feeling disconnected to reality, drives him to seek and create better conditions. So, when interacting with other actors in the school, they build a viable solution.