Se realizó un trabajo de campo en la materia Psicología Educacional I. Se llevaron a cabo tres entrevistas semi-estructuradas (dirigidas a una maestra, psicóloga y directora) y observaciones en una institución de nivel primario localizada en el barrio de Floresta, CABA. El análisis se enmarca en la teoría piagetiana, el enfoque socio-histórico vigotskiano y post-vigotskiano, con el objetivo de conocer cómo las concepciones acerca del aprendizaje que poseen distintos actores del colegio se reflejan en sus intervenciones psicoeducativas. Los discursos son atravesados por una mirada individualista acerca de los problemas del aprendizaje, enfatizando las posibles “falencias” cognitivas o emocionales de los niños/as, y reduciendo el fracaso escolar al contexto familiar. Se identificaron tensiones en este discurso con una perspectiva constructivista de la educación, dando importancia a los conflictos cognitivos como motor del aprendizaje, aceptando las soluciones erróneas como válidas y parte del camino que debe recorrer el aprendiz. Las intervenciones psicoeducativas no acompañan esta última mirada, optando por un circuito patologicista que apresura el diagnóstico, sin considerar la situación áulica como un factor en los problemas de aprendizaje. A partir de esta visibilización se podría dar paso a una revisión de dichas intervenciones en pos de una educación inclusiva. Palabras clave Concepciones aprendizaje - Intervenciones educativas - Modelo hegemónico - Modelo participativo ABSTRACT CONCEPTIONS OF LEARNING AND THEIR INFLUENCE ON PSYCHOEDUCATIONAL INTERVENTIONS: APPROACHES FROM A FIELDWORK A field study was conducted for the Educational Psychology course. In this study, three semi-structured interviews (with a teacher, a psychologist, and a principal) along with observations were conducted in an elementary school located in Floresta, CABA. The analysis focuses on the Piagetian theory, the Vygotsky and post Vygotsky socio-historical approaches to understand how their conceptions about learning influence their psychoeducational interventions. The different discourses are dominated by an individualistic point of view about the difficulties in learning, accentuating the cognitive and emotional impairments of the students. Simultaneously, there is a tendency to oversimplify the problem of school failure as just the consequence of family context. Tensions were perceived with a constructive perspective of education, underscoring the importance of cognitive conflicts as the main driver of the learning process, where mistakes are viewed as a part of it. Nevertheless, psychoeducational interventions in the institution are not aligned with this last point of view. They follow a pathologycist circuit that tends to precipitate diagnosis, without considering the situation in the classroom as a contributing factor in learning deficits. We hope that the visualization of the scenario presented will lead to a revision of such interventions resulting in a more inclusive education. Keywords Conceptions of learning - Psychoeducational interventions - Do-