The article reports on the results of a research about the social representations that education professionals have about who the school psychologist is and what its function in school is. Data were collected using a semi-structured interview and involved 22 education professionals. The interviews were recorded and transcribed using the continuous registry technique and were analyzed and discussed based on the content analysis proposal. From this, two categories of shared social representation in the school were systematized. The first approximates the clinical perspective, guided by an individualized model, in which the school psychologist's role is to avoid mismatches and behavior problems, revealing a belief that the presence of a psychologist is the solution to many problems. In the second it identifies current theoretical concepts that define the school psychologist as a change agent who works with the entire school community and on psychosocial problems in order to facilitate teaching and learning.