This article aims to discuss issues involving the role of psychologists in the higher education context, based on the assumptions of Historical-Cultural Psychology. We point out the possibility of the scholar psychologist actuation in teacher education at this level, seeing its contribution, so the teacher can understand the development relation and adult learning, with emphasis on the concept formation. We also present the results of interviews performed with 20 teachers from an IES, in 2009, which aimed to analyze the comprehension of the teachers about the relation development and learning and labor of the school psychologist. Concluding, we believe the proposed psychology intervention in the teacher education can help teachers to understand how the psychological development is unlimited and how the pedagogical activity in the knowledge transmission and acquisition can lead the students to greater development of their intellectual capacity.
Scholar psychologist actuation; Higher education; Teacher’s training; Historical-Cultural Psychology