O ensino de psicologia clínica na graduação: uma análise a partir de psicólogos clínicos docentes e não docentes
Arquivos
Data
2007
Autores
Abdalla, Ively Guimarães 
Orientadores
Batista, Nildo Alves
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este estudo analisa, na otica de psicologos clinicos docentes e nao docentes, o ensino de Psicologia Clinica na Graduacao. Em sua primeira parte, apresenta reflexoes teoricas sobre a historia da constituicao da Psicologia no Brasil, a legislacao sobre o ensino superior, o ensino de Psicologia na graduacao. Como metodo de aproximacao ao objeto de estudo, foi desenvolvida uma pesquisa com abordagem qualitativa. Utilizou-se entrevista semi-estruturada a partir de nucleos direcionadores, com 20 psicologos em atividade clinica, 10 nao docentes e 10 docentes. Os dados foram trabalhados pela analise de conteudo onde identificamos unidades de registro e de contexto que geraram categorias de analise. Os resultados confirmam que estamos num momento de transicao de paradigmas no ensino superior e, por consequencia, num movimento de mudanca para atender as novas propostas das politicas governamentais vigentes. Nesse trabalho a grande maioria dos sujeitos sinaliza para as transformacoes que cremos necessarias para o ensino de Psicologia, mais especificamente na area clinica. A preparacao para o exercicio profissional, durante a graduacao, deve ser desenvolvida pela maior articulacao entre o arcabouco teorico necessario para esse fazer profissional e a realidade em que o aluno ira atuar. Neste sentido, tomar a pratica como eixo estruturante do processo possibilita que o aluno aprenda numa situacao concreta que se estabelece com o cliente. Os psicologos docentes percebem a necessidade de mudanca na concepcao do que e formar o psicologo clinico. Os dados coletados apontam que esta necessidade de reformulacoes curriculares vai ao encontro desse movimento que ocorre na area da clinica, mais especificamente no ensino de Psicologia Clinica. Acreditamos que a praxis do psicologo deve ser voltada para uma busca de articulacao entre a clinica e o social O novo profissional necessita analisar o contexto em que o individuo esta inserido e compreender a clinica a partir de referenciais teoricos que contemplem a nocao de subjetividade como resultante de uma construcao social e historica
The aim of this study was to analyze from the clinical psychologist professors and non-professors’ point of view the teaching in undergraduate Psychology Courses. This study consists of theoretical considerations on the history of Brazilian Psychology constitution; the higher education policy and the teaching of Psychology in the undergraduate courses. A qualitative research was developed. Semi-structured interviews were applied to 20 psychologists in clinical and teaching practice (10 in clinical teaching and 10 in clinical practice). A thematic analysis was used to obtain data. They were collected by means of analysis of content where we identified units of registration and context, which produced categories of analysis. The main findings showed that some changes of paradigms in higher education led to new governmental policies. Most of the interviewed pointed out that the adjustments are needed for Psychology teaching, specially in clinic area. More articulation is important among what students learn during undergraduate courses, their reality and their professional career. Practice must be the structured axis in the academic process in order to approach the students learning process with their established reality. According to the teaching clinical psychologists, it is essential to think and change about clinical psychologist education and even for a curriculum modification. Psychologist praxis must be articulated between clinical practice and social life.
The aim of this study was to analyze from the clinical psychologist professors and non-professors’ point of view the teaching in undergraduate Psychology Courses. This study consists of theoretical considerations on the history of Brazilian Psychology constitution; the higher education policy and the teaching of Psychology in the undergraduate courses. A qualitative research was developed. Semi-structured interviews were applied to 20 psychologists in clinical and teaching practice (10 in clinical teaching and 10 in clinical practice). A thematic analysis was used to obtain data. They were collected by means of analysis of content where we identified units of registration and context, which produced categories of analysis. The main findings showed that some changes of paradigms in higher education led to new governmental policies. Most of the interviewed pointed out that the adjustments are needed for Psychology teaching, specially in clinic area. More articulation is important among what students learn during undergraduate courses, their reality and their professional career. Practice must be the structured axis in the academic process in order to approach the students learning process with their established reality. According to the teaching clinical psychologists, it is essential to think and change about clinical psychologist education and even for a curriculum modification. Psychologist praxis must be articulated between clinical practice and social life.
Descrição
Citação
ABDALLA, Ively Guimarães. O Ensino de Psicologia Clínica na Graduação: uma análise a partir de psicólogos clínicos docentes e não docentes. 2007. 190 f. Dissertação (Mestrado em Ciências) – Escola Paulista de Enfermagem, Universidade Federal de São Paulo. São Paulo, 2007.