Larice Santos Silva

Formación de Psicólogos para Trabajar en el Ámbito de la Educación – Concepciones de los Coordinadores del Curso

Con la implementacion de las Directrices Curriculares Nacionales (DCN) para los cursos de Psicologia en 2004, los proyectos pedagogicos empezaron a incorporarlas considerando las distintas condiciones y caracteristicas especificas de cada curso. La investigacion interinstitucional aqui descrita investigo como estan utilizando las DCN los cursos de psicologia, centrandose en los procesos educativos. Cinco Instituciones de Educacion Superior (IES), tres publicas y dos privadas fueron investigadas en Minas Gerais. Abordamos aqui las entrevistas con cinco coordinadores de curso y un ex coordinador; su lectura cuidadosa permitio organizar los ejes de analisis: caracterizacion de los participantes; caracterizacion de la carrera de psicologia; directrices curriculares nacionales; formacion del psicologo; y formacion del psicologo para trabajar en el campo de la educacion. Profesionales que se dividen en varias tareas y experimentan numerosos desafios, los coordinadores son un elemento clave para la comprension y el uso de las DCN a diario en los cursos de Psicologia, e importantes mediadores entre este documento, el proyecto pedagogico, las actividades de ensenanza y las actividades de formacion del psicologo. La apropiacion de la funcion de coordinador es un proceso que se produce en el curso de la propia funcion, y en este sentido, destacamos la necesidad de la formacion continuada para hacer frente a las diferentes demandas del curso.The pedagogical projects of Psychology courses started to incorporate – considering their different conditions and specificities – the National Curriculum Guidelines (NCG), after its implementation in 2004. This work reports an inter-institutional research which investigated how the incorporation of NCG is happening within Psychology courses, focusing on the educational processes. Five Higher Education Institutions in Minas Gerais – three public and two private – were surveyed. Interviews with five current Program Coordinators – and a former one – are addressed. A careful reading led to the organization of the following axes: characterization of participants; characterization of the psychology course; national curriculum guidelines; psychologist education; and psychologist training in the field of education. As professionals with multiple tasks that have experienced numerous challenges, coordinators are key actors to understand and incorporate NCG into the everyday of a Psychology course and, at the same time, important mediators of this document, the pedagogical project, the professorial activities, and the psychologist Silvia Maria Cintra da Silva Universidade Federal de Uberlândia, MG, Brasil. Anabela Almeida Costa e Santos Peretta Universidade Federal de Uberlândia, MG, Brasil.

FORMAÇÃO DE PSICÓLOGOS PARA A EDUCAÇÃO: CONCEPÇÕES DE DOCENTES

As Diretrizes Curriculares Nacionais (DCN) de 2004 para a formacao em Psicologia deram inicio a mudancas e reformulacoes nos curriculos, projetos pedagogicos e cotidiano dos cursos. A presente pesquisa teve como objetivo compreender as concepcoes de docentes sobre a formacao do psicologo, com destaque para a enfase em processos educativos, bem como seu entendimento sobre as repercussoes das DCN no cotidiano dos cursos de Psicologia. O estudo foi realizado em cinco Instituicoes de Ensino Superior (IES), sendo tres publicas e duas privadas,no Estado de Minas Gerais e teve como participantes 13 professores. Foram realizadas entrevistas e, a partir delas, foram elaboradas tres categorias para a analise: Diretrizes Curriculares Nacionais; Formacao do Psicologo e Formacao do Psicologo para Atuacao no Campo da Educacao. Pode-se concluir que: - o professor, como ator fundamental do processo formativo, precisa se inteirar da legislacao que rege o curso; - e imprescindivel que as IES promovam espacos de discussao sobre os documentos, pois a implementacao destes necessita ser fruto de um trabalho coletivo, que conte com a participacao dos docentes. Por fim, destaca-se a urgencia em formar psicologos escolares criticos, que considerem a complexidade dos fenomenos educativos em sua atuacao.

Formação do psicólogo para atuar na educação - concepções de coordenadores de curso

Con la implementacion de las Directrices Curriculares Nacionales (DCN) para los cursos de Psicologia en 2004, los proyectos pedagogicos empezaron a incorporarlas considerando las distintas condiciones y caracteristicas especificas de cada curso. La investigacion interinstitucional aqui descrita investigo como estan utilizando las DCN los cursos de psicologia, centrandose en los procesos educativos. Cinco Instituciones de Educacion Superior (IES), tres publicas y dos privadas fueron investigadas en Minas Gerais. Abordamos aqui las entrevistas con cinco coordinadores de curso y un ex coordinador; su lectura cuidadosa permitio organizar los ejes de analisis: caracterizacion de los participantes; caracterizacion de la carrera de psicologia; directrices curriculares nacionales; formacion del psicologo; y formacion del psicologo para trabajar en el campo de la educacion. Profesionales que se dividen en varias tareas y experimentan numerosos desafios, los coordinadores son un elemento clave para la comprension y el uso de las DCN a diario en los cursos de Psicologia, e importantes mediadores entre este documento, el proyecto pedagogico, las actividades de ensenanza y las actividades de formacion del psicologo. La apropiacion de la funcion de coordinador es un proceso que se produce en el curso de la propia funcion, y en este sentido, destacamos la necesidad de la formacion continuada para hacer frente a las diferentes demandas del curso.The pedagogical projects of Psychology courses started to incorporate – considering their different conditions and specificities – the National Curriculum Guidelines (NCG), after its implementation in 2004. This work reports an inter-institutional research which investigated how the incorporation of NCG is happening within Psychology courses, focusing on the educational processes. Five Higher Education Institutions in Minas Gerais – three public and two private – were surveyed. Interviews with five current Program Coordinators – and a former one – are addressed. A careful reading led to the organization of the following axes: characterization of participants; characterization of the psychology course; national curriculum guidelines; psychologist education; and psychologist training in the field of education. As professionals with multiple tasks that have experienced numerous challenges, coordinators are key actors to understand and incorporate NCG into the everyday of a Psychology course and, at the same time, important mediators of this document, the pedagogical project, the professorial activities, and the psychologist Silvia Maria Cintra da Silva Universidade Federal de Uberlândia, MG, Brasil. Anabela Almeida Costa e Santos Peretta Universidade Federal de Uberlândia, MG, Brasil.

Training of Psychologists to Work in Education – Conceptions of Program Coordinators

Con la implementacion de las Directrices Curriculares Nacionales (DCN) para los cursos de Psicologia en 2004, los proyectos pedagogicos empezaron a incorporarlas considerando las distintas condiciones y caracteristicas especificas de cada curso. La investigacion interinstitucional aqui descrita investigo como estan utilizando las DCN los cursos de psicologia, centrandose en los procesos educativos. Cinco Instituciones de Educacion Superior (IES), tres publicas y dos privadas fueron investigadas en Minas Gerais. Abordamos aqui las entrevistas con cinco coordinadores de curso y un ex coordinador; su lectura cuidadosa permitio organizar los ejes de analisis: caracterizacion de los participantes; caracterizacion de la carrera de psicologia; directrices curriculares nacionales; formacion del psicologo; y formacion del psicologo para trabajar en el campo de la educacion. Profesionales que se dividen en varias tareas y experimentan numerosos desafios, los coordinadores son un elemento clave para la comprension y el uso de las DCN a diario en los cursos de Psicologia, e importantes mediadores entre este documento, el proyecto pedagogico, las actividades de ensenanza y las actividades de formacion del psicologo. La apropiacion de la funcion de coordinador es un proceso que se produce en el curso de la propia funcion, y en este sentido, destacamos la necesidad de la formacion continuada para hacer frente a las diferentes demandas del curso.The pedagogical projects of Psychology courses started to incorporate – considering their different conditions and specificities – the National Curriculum Guidelines (NCG), after its implementation in 2004. This work reports an inter-institutional research which investigated how the incorporation of NCG is happening within Psychology courses, focusing on the educational processes. Five Higher Education Institutions in Minas Gerais – three public and two private – were surveyed. Interviews with five current Program Coordinators – and a former one – are addressed. A careful reading led to the organization of the following axes: characterization of participants; characterization of the psychology course; national curriculum guidelines; psychologist education; and psychologist training in the field of education. As professionals with multiple tasks that have experienced numerous challenges, coordinators are key actors to understand and incorporate NCG into the everyday of a Psychology course and, at the same time, important mediators of this document, the pedagogical project, the professorial activities, and the psychologist Silvia Maria Cintra da Silva Universidade Federal de Uberlândia, MG, Brasil. Anabela Almeida Costa e Santos Peretta Universidade Federal de Uberlândia, MG, Brasil.

Nuevas directrices en tiempos desafiadores: formación en Psicología para actuar en la Educación

Abstract The 2004 National Curriculum Guidelines for courses in Psychology was followed by the reorganization of curriculum into emphases. The aim of this research is to analyze the formation available to future psychologists with respect to the educational processes emphasis in the light of those guidelines. Five institutions from Minas Gerais has participated in the survey: two public universities and three private ones. Information was obtained through: survey and analysis of curricular projects; interviews with course coordinators and professors; and questionnaires answered by students from 4th and 5th years. It has been noticed that the emphasis in educational processes has adopted a promising direction in terms of preparing future psychologists to be related with the field of Education and developed practices that collaborate in the construction of emancipatory educational processes. However, in Minas Gerais, few Psychology courses offer emphases related to educational processes. It stands out, therefore, the relevance of a legally recognized psychologist as a professional of education.Keywords: Psychologists education; curriculum; school psychology.The 2004 National Curriculum Guidelines for courses in Psychology was followed by the reorganization of curriculum into emphases. The aim of this research is to analyze the formation available to future psychologists with respect to the educational processes emphasis in the light of those guidelines. Five institutions from Minas Gerais has participated in the survey: two public universities and three private ones. Information was obtained through: survey and analysis of curricular projects; interviews with course coordinators and professors; and questionnaires answered by students from 4th and 5th years. It has been noticed that the emphasis in educational processes has adopted a promising direction in terms of preparing future psychologists to be related with the field of Education and developed practices that collaborate in the construction of emancipatory educational processes. However, in Minas Gerais, few Psychology courses offer emphases related to educational processes. It stands out, therefore, the relevance of a legally recognized psychologist as a professional of education.

New Guidelines in Times of Challenge: Psychology education to act in the educational field

Abstract The 2004 National Curriculum Guidelines for courses in Psychology was followed by the reorganization of curriculum into emphases. The aim of this research is to analyze the formation available to future psychologists with respect to the educational processes emphasis in the light of those guidelines. Five institutions from Minas Gerais has participated in the survey: two public universities and three private ones. Information was obtained through: survey and analysis of curricular projects; interviews with course coordinators and professors; and questionnaires answered by students from 4th and 5th years. It has been noticed that the emphasis in educational processes has adopted a promising direction in terms of preparing future psychologists to be related with the field of Education and developed practices that collaborate in the construction of emancipatory educational processes. However, in Minas Gerais, few Psychology courses offer emphases related to educational processes. It stands out, therefore, the relevance of a legally recognized psychologist as a professional of education.Keywords: Psychologists education; curriculum; school psychology.The 2004 National Curriculum Guidelines for courses in Psychology was followed by the reorganization of curriculum into emphases. The aim of this research is to analyze the formation available to future psychologists with respect to the educational processes emphasis in the light of those guidelines. Five institutions from Minas Gerais has participated in the survey: two public universities and three private ones. Information was obtained through: survey and analysis of curricular projects; interviews with course coordinators and professors; and questionnaires answered by students from 4th and 5th years. It has been noticed that the emphasis in educational processes has adopted a promising direction in terms of preparing future psychologists to be related with the field of Education and developed practices that collaborate in the construction of emancipatory educational processes. However, in Minas Gerais, few Psychology courses offer emphases related to educational processes. It stands out, therefore, the relevance of a legally recognized psychologist as a professional of education.

Novas diretrizes em tempos desafiadores: formação em Psicologia para atuar na Educação

Abstract The 2004 National Curriculum Guidelines for courses in Psychology was followed by the reorganization of curriculum into emphases. The aim of this research is to analyze the formation available to future psychologists with respect to the educational processes emphasis in the light of those guidelines. Five institutions from Minas Gerais has participated in the survey: two public universities and three private ones. Information was obtained through: survey and analysis of curricular projects; interviews with course coordinators and professors; and questionnaires answered by students from 4th and 5th years. It has been noticed that the emphasis in educational processes has adopted a promising direction in terms of preparing future psychologists to be related with the field of Education and developed practices that collaborate in the construction of emancipatory educational processes. However, in Minas Gerais, few Psychology courses offer emphases related to educational processes. It stands out, therefore, the relevance of a legally recognized psychologist as a professional of education.Keywords: Psychologists education; curriculum; school psychology.The 2004 National Curriculum Guidelines for courses in Psychology was followed by the reorganization of curriculum into emphases. The aim of this research is to analyze the formation available to future psychologists with respect to the educational processes emphasis in the light of those guidelines. Five institutions from Minas Gerais has participated in the survey: two public universities and three private ones. Information was obtained through: survey and analysis of curricular projects; interviews with course coordinators and professors; and questionnaires answered by students from 4th and 5th years. It has been noticed that the emphasis in educational processes has adopted a promising direction in terms of preparing future psychologists to be related with the field of Education and developed practices that collaborate in the construction of emancipatory educational processes. However, in Minas Gerais, few Psychology courses offer emphases related to educational processes. It stands out, therefore, the relevance of a legally recognized psychologist as a professional of education.