This article is part of a Doctoral dissertation that investigated the potential of actions carried out by a school psychologist to bring about changes and improve management practices. This study was based on theoretical and methodological assumptions of cultural-historical Psychology, especially the insights of Vygotsky. Data were collected at a municipal public school, located in an inland city in the state of São Paulo, through transcriptions of audio recordings of two-hour weekly meetings over a period of four years. The meetings were held with the school principal, the assistant principal, and two school counselors, participants of this study. During these meetings, artistic expressions were used to encourage reflections and increase administrative staff's awareness. The results obtained indicated that school psychologists should use effective approaches to promote resignification, attribute meanings, and build collective motives to improve school management.
School manager; School psychology; Historic-cultural psychology; Volition