Abstract
ABSTRACT The objective of this research was to understand, from a Bioecological approach, the role of the school psychologist according to the perspective of early childhood and elementary school teachers in a private school in the city of Recife. Individual interviews were conducted with 10 teachers. Data were analyzed using the Thematic Content Analysis Technique. Three categories were identified (frequent activities of the psychologist, role of the psychologist, and the psychologist’s conception) that revealed the recognition of the psychologist’s active posture, considered a professional with a differentiated look and whose performance is focused on students, their families, and teachers, while creating a space for exchange and partnership. The ecological transition and the proximal processes play a fundamental role in understanding the role of the school psychologist. This understanding, by the teachers, is in accordance with the new model of performance expected from this professional - preventive and relational practice - rather than old paradigms.
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