The present work has as quarrel point the question of the fonoaudiolgia and the arteterapia in the school, mediated for the psicopedagogia, atrelada to the dimension of the promotion of the health and the learning, aiming at to make possible the partnership between the fonoaudilogo, psicopedagogo and the educators. The analysis of publications in this area of fonoaudiolgica performance it made possible to confer the existence of different profiles of action. The inaugural study that it intends to contemplate the quarrel on the fonoaudiologia and arteterapia in the school he is the presented one for Pacheco and Caraa (1984), in which the authors tell the three main functions that the fonoaudilogo exerts in the pertaining to school scope, which is: participation in the team, selection and therapy. The first function understands the papers of assessor and consultant. As assessor, ' ' its function is to transmit the specific knowledge of its area for the too much elements of equipe' ' (P. 202). Assumeing the role of consultant, ' ' it is the responsible fonoaudilogo for clarifying the professionals, to the measure who appear relative problems to its area, in an exchange of information constante' ' (P.
204). In what she says respect to the selection, the authors describe that (…) this is an area where the performance of the fonoaudilogo if makes almost that individually (…) one time that has as objective to evaluate verbal communication, related writing and aspects they. The selection is composed for a battery of tests, elaborated for the fonoaudilogo, through which if it verifies the verbal and/or written language of the child. (P. 205) In relation to the therapy, Pacheco and Caraa they comment that it is a controversial aspect very when related to the pertaining to school environment. According to them, they must be considered ' ' the medical examinations that a child with problems in the language area needs fazer' ' (P.