This work is part of the discussion on inclusion of psychologists in Basic Education. We aim at contributing to the construction of public policies from with the historical-critical perspective. We consider essential to analyze legislative proposals that deal with the insertion of psychologists in this field. We propose to investigate how Psychology is present in the school and what are the social demands that claim psychologist's presence in education. We conducted a documental research in the following legislative houses - the National Congress, the Legislative Assembly of São Paulo and in the archives of São Paulo City Hall -which resulted in the analysis of 31 legislative propositions. The results reveal that psychologists are expected to work predominantly on the individual, with a clinical tendency and linked to an instrumental concept of education. We argue that it is necessary to enlarge the articulation with the legislative representatives and with society as a whole so that we can develop propositions which help construct ethical-political commitment, expected from School Psychology in Basic Education.
Public policies; vocational guidance; schools