RESUMO : No contexto de atuacao do psicologo no âmbito escolar, deve-se realizar continuas observacoes e analises de tudo o que envolve o ambiente no qual esta inserido, bem como planejar intervencoes e envolver os atores da escola (educadores, pais e alunos) no processo de buscar alternativas e estrategias de acao frente as dificuldades apresentadas durante qualquer processo de mudanca. Dentre elas, ressalta-se a Lei de Diretrizes e Bases da Educacao Nacional - 9.394 de 1996, onde os municipios passaram a ter responsabilidade de ofertar obrigatoriamente o ensino fundamental. Sendo assim, o presente artigo apresentara os resultados da pesquisa realizada em 2013 como trabalho de conclusao de curso em Psicologia a Faculdade de Rolim de Moura-FAROL, que teve por objetivo refletir sobre o papel do psicologo em politicas publicas educacionais, em especial, na compreensao do processo de efetivacao da municipalizacao do ensino em uma cidade localizada no interior do estado de Rondonia a partir da percepcao do secretario de educacao e da secretaria adjunto. Para tanto, utilizou-se como instrumento uma entrevista semiestruturada elaborada a partir do trabalho de Soares (2005), tendo como metodo de analise a abordagem qualitativa de natureza descritiva. De acordo com a analise dos dados, observou-se que mesmo apos dezesseis anos de alteracao na legislacao, o municipio pesquisado ainda nao apresentava estrutura para atender todo o ensino fundamental. Deste modo, este processo acontecia naquele momento de forma imposta e sem nenhum planejamento, o que acarretou desestrutura em todos os setores envolvidos, trazendo reflexoes sobre o papel do psicologo escolar. Palavras-chave: Psicologia Escolar e Educacional. Municipalizacao do ensino. Politicas Publicas Educacionais. Municipalisation of teaching: challenges to the practices of school and educational psychology ABSTRACT: In the context of psychologist’s action in school scope, should be done continuous observations and analyses of everything that surrounds the environment in which it is inserted, as well as planning interventions and involve the school’s actors (educators, parents and students) in the search process of alternatives and strategy’s in front of difficulties that appears during any changing process. Amongst them, stands out National Education Guideline and Bases Law – 9.394/1996, in which the cities are now obligatory responsible to offer elementary education. Therefore, this article presents the results of a Psychology’s graduation work done in 2013 to FAROL – Faculty of Rolim de Moura, whose objective was to reflect about the psychologists role in public educational policies, especially in understanding the process of implementation of the Law above mentioned in a city located at Rondonia interior, from the perception of educational's assistant secretary. Thus, a semi-structured interview elaborated from Soares (2005) work was used as instrument, having as analysis method the qualitative approach of descriptive nature. According to data analysis, it was observed that even after sixteen years of legislation’s changing, the researched city still didn’t have a structure for attend to all elementary education. In this way, until that moment the process was happening forced and unplanned way, which led to a lack of structure in all sectors involved, bringing reflections about the role of school’s psychologist. ­­ Keywords: School and Educational Psychology. Education's municipalization. Public Educational Policies.