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The role of the school psychologist in the public schools of the Distrito Federal (DF) has required the development of skills to build a professional profile that considers the complexity of the educational phenomenon and the dynamicity of the school context. It requires the psychologist to develop theoretical technical, ethical, interpersonal, personal and aesthetic competencies that favor a wider role in schools, considering the diversity of actions that can be performed by this professional. The interest in knowing in depth this profile led to this research, which aims to investigate the professional profile of indicators of school psychologists who work in Equipes Especializadas de Apoio à Aprendizagem (EEAA) from the Secretaria de Educação do DF (SEDF). Individual interviews were held with twentyfive school psychologists who worked in EEAA, in 13 cities of the Distrito Federal, in order to research the necessary profile and professional skills to perform their roles. The information gathered was organized and analyzed from the foundations of cultural-historical perspective of human development and the Contemporary Educational Psychology. The questions asked in the interview gave results that were analyzed from the circulation of senses and meanings produced by the participants about the professional competencies of the school psychologist of EEAA. Indicators resulting from this analysis showed that psychologists have clarity about the expected profile to act in the EEAA as well as the need to develop and consolidate professional competencies suggested by the educational guidelines Orientação Pedagógica (OP/2010). Participants reported that to be a psychologist in EEAA, it is important to have the knowledge about developmental psychology, appropriation of historical-cultural approach, commitment for the study and continuing education, appropriation of institutional and collective performance, development of psychological listening, control of psychological evaluation, ability to build interpersonal relationships conducive to professional practice, empathy, clear communication, respect for educational actors, creativity and responsibility related to the use of secrecy. These and other indicators favor the development of a proposal of professional profile presented as a conclusion of the research. As an outcome of this research it is hoped that the built knowledge collaborates for the improvement of the practices of school psychologists members of Equipes Especializadas de Apoio à Aprendizagem (EEAA) from SEDF. It is also hoped that the indicators presented guide the initial and continuing training of psychologists through the formulation and implementation of training designs that include the profile and professional competencies expected for the school psychologist, both in public and private levels.

Indicadores do perfil profissional do psicólogo escolar das equipes especializadas de apoio à aprendizagem da Secretaria de Educação do DF