This article results from a study that mapped the law projects through which psychologists were included in Santa Catarina´s public school system. We aim at discussing the conceptions of School Psychology visible in the law projects, seeking to understand to what extent they present innovative and pertinent elements to the recent discussions in the area of School and Educational Psychology. The data were produced through interviews by telephone with secretaries of Education of the cities that employ psychologists. It was evidenced that the legislation contemplates a variety of theoretical conceptions (traditional and contemporaries), which are perceptible in psychologists´ performance and works. The results vary according to the degree of criticism of each professional and the context of his or her work.
School Psychology; Laws; Psychologist performance