It is understood that Pertaining to school Psychology acts to improve the process teach-learning in its aspect global – cognitivo, emotional, social and motor and offering to services the individuals, groups, families and institutions. In sight of this, this work has as objective to know the social representations of the professors of municipal schools of Itumbiara-GO regarding Pertaining to school Psychology and of the work of the Pertaining to school Psychologist. The focus of analysis was directed for 55 teachers with age between 20 and 55 years, taking as base the theory of the social representations. It was used technique of the focal groups guided by questions half-structuralized for the inquiry of the social representations. The results disclose that the majority of the interviewed ones possesss formation in some area related to the education, with the time of conclusion of the course varying enters less than 1 year up to 20 years, and the lesser part of the sampling, still in formation process. By the same author: James A. Levine, M.D.. With regard to the social representations of the teachers on what it would be psychology pertaining to school, was possible to perceive that although to tell to have knowledge on psychology of the education, to if expressing, the teachers had presented disconnected ideas, confused or vacant on the subject. Being that most of the interviewed ones attributed to pertaining to school psychology the function of accompaniment of pupils with learning difficulties, problems of behavior and aid to the professor next to these pupils. Referring to the pertaining to school complaints that could be directed to the pertaining to school psychologist, it was evidenced in the stories of the teachers, who only exist an attribution of responsibility of the difficulties of learning to the pupil and its family, not having a contextual evaluation, and leaving to reflect the questions intra-pertaining to school that involve the process teach-learning. In the quarrel on the necessity of the insertion of the Psychologist in the education institutions, she observes yourself that each one of the interviewed ones presented a proper vision regarding the performance of the psychologist in the schools, however they present themselves limited to the referring questions to the behavior, difficulties in the learning or for support of the professors and improvement of education, and only one small part of the teachers had presented ampler and elaborated perspectives on the real function of the psychologist in the schools. The unfamiliarity was evidenced in this study on what it is pertaining to school Psychology and the function of the Psychologist inside of the education institutions, and this unfamiliarity can be related for not having contact with this professional, therefore at the moment it does not exist Psychologists acting in these institutions, what it becomes necessary to work the representations and awareness of the pertaining to school community how much to the importance and function of a Pertaining to school Psychologist.