Resumo

LESSA, Patrícia Vaz de  e  SOUZA, Marilene Proença Rebello de. Interventional Psychological Assessment: schooling and the development of Higher Psychological Functions. Bol. - Acad. Paul. Psicol. [online]. 2025, vol.45, n.108, pp.28-37.  Epub 07-Nov-2025. ISSN 1415-711X.  https://doi.org/10.5935/2176-3038.20250002.

Psychological assessment, as a current theme and, due to its complexity, has been considered a focal point in Psychology. This article aims to present a proposal for psychological assessment based on the assumptions of Historical-Cultural Psychology. To this end, it is considered essential to explain the development of the evaluative intervention process that includes the following aspects: the historicity of school complaints, the development of Higher Psychological Functions in the context of schooling, and the intervention proposal within the scope of education. The research was conducted in a public school for nine months, in a 3rd-grade basic education classroom. We emphasize that school psychologists should inform teachers about the aspects involving human development and the articulations of social relations with learning. We conclude that the classroom can be effectively utilized for the development of higher psychological functions and the establishment of the schooling process in a qualitatively superior manner.

Palavras-chave : Psychological Assessment; Higher Psychological Functions; Historical-Cultural Psychology..

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