The subjective dimension of the school psychology profession: challenges to formative processes

This article presents a discussion on the subjective configuration of the psychological professional practice, which hints at the importance of continuous education processes that mobilize new subjective resources. It also addresses the relationship between the process of continuous education and the modes of professional activity, in a perspective that considers subjectivity as an element to be approached in training spaces. In order to dialogue with the assumptions of the Theory of Subjectivity, the epistemological and methodological principles of Qualitative Epistemology were used for the production of knowledge conceived as an interpretative construction process. Concerning the research participant, this subjective, professional configuration can be recognized by means of the participant’s openness to new learning experiences and the development process itself, of her movement of action as a response to the needs of students, of her involvement / commitment to Inclusive Education, of her belief in the students’ potential, and of her belief in the power of teamwork and personal values when it comes to nurturing positive and healthy relationships for life.