in this article we present data from research that aimed at identifying and analyzing the practices developed by psychologists in public schools in the state of paraná. we discuss, briefly, the historical constitution of the school psychologist and then show how it was initially supported by a traditional point of view. it was criticized in the 1980′s, resulting in a performance based on assumptions of the cultural-historical psychology, grounded on marxism. later we reveal some data from the questionnaires, characterizing the first phase of the research. we emphasize the fact that professionals go through a transitional period, as we noticed throughout the research that there is an ongoing movement towards practices and understanding of school complaints pointed out in the actions that involve the school context. finally, we highlight the importance of the cultural- historical psychology, taking into consideration that it favors the humanization process and may contribute to assist psychologists to a better understanding of man.