ABSTRACTABSTRACTThe issue is whether the academic process of becoming psychologist includes appropriation, internalization and construction of mediating tools and professional competence to perform into educational field. Vygotsky´ acute concepts and "mental models" are applied. Questions about psychologists interventions were given to two groups of undergraduate students: one at the beginning and at the end of Educational Psychology Course; the other at the beginning of Professional Apprenticeship in educational settings. The first group showed problems´ acute schema and critical or idealized perspectives of psychologist acute role. The second group introduced the search of mediating tools articulated with wefts of subjective problems into the educational assessment