The psychologist's job within basic education schools is increasingly requested, however, it is important to think about what is expected of that role. Managers, administrators, teachers, students and parents have different imaginaries about what a psychologist is, and making them converge might seem like an impossible task. The clinical listening, the intervention and the clinical look can be generators of a large number of structural and subjective movements within basic education context; these allow the infant to resist the transition in that period of his formation. Therefore the objective of this article was to think about the clinical psychologist’s practice in basic education, from a direct type experience.
Actually, teacher’s practice is full of great challenges, especially if we talk about teaching at high school level. The context of both, student and teachers are basic elements to take into account during the process. The teacher must face a great diversity of students' imaginaries and practices regarding their education, their study habits and their actions inside and outside of the classroom. In addition to this, an extremely important element is technology; which facilitates the process and, at the same time, makes it too difficult. The objective of this article was to discuss how we could generate significant processes in the field of education in this context.
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