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The research aimed to identify the social representations of undergraduate students about the performance of the psychologist in relation to the process of inclusion of the target public student of special education (PAEE). The instrument used was a questionnaire with five questions that addressed topics such as: contact with psychology, social representations before the psychologist in general, in the school and in the inclusion of PAEE students. 264 students from higher education participated. The results indicated that most of the interviewees had already had a psychologist, but few of them had a contact with the performance of this professional in the school environment. There was a difference in the social representations regarding the role of the psychologist in the process of school inclusion both intragroups, that is, for students of the same course, but in different semesters, as well as intergroups. In general, the majority of students interviewed answered that the psychologist can act in the daily life of school inclusion by creating, in partnership with educators, new forms of qualified mediation. [ABSTRACT FROM AUTHOR]