The higher education, both in Brazil and abroad, has been targeted by countless contemporary educational policies. Brazil's educational system has improved considerably over the past decade, causing institutional changes both in the political-pedagogical and in the academic scope, as well as in the students' profiles. The changes aim at the right to academic access and at the democratization of opportunities. The expansion of the education has become a top-priority compelling goal guiding decisive governmental actions. The subsequent massification in the educational scope of Higher Education Institutions has sharpened the tensions and contradictions, but it has also increased the potentialities for personal development and emancipation inherent to this context. Understanding that higher education is itself fertile ground for School Psychology to take action, this article presents an action plan based on five main axes: 1) Institutional Mapping; 2) Psychological Listening; 3) Policies, Programs and Educational and Processes Management; 4) Pedagogical Proposals and Course Scheme; 5) Student Profile. These considerations and proposals of research and intervention in this field, based on the Cultural-historical Psychology of human development, emphasize the psychologist's intentional mediation in the development of the educational actors. As a conclusion, we highlight that the institutional and collective intervention of the school psychologist should not only be turned toward the awareness and empowerment of the subjects, but also to the emancipating social changes and academic success.
Education, Higher; Institutional practice; School psychology