Made available in DSpace on 2014-12-17T15:38:38Z (GMT). No. of bitstreams: 1 PabloSS_TESE.pdf: 1766714 bytes, checksum: 68dee0bbc26a2b796428f492c6dc9adc (MD5) Previous issue date: 2014-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses / As cr?ticas feitas ao processo formativo graduado do psic?logo no Brasil fizeram surgir debates conhecidos por dilemas da forma??o . Nos ?ltimos anos o modelo formativo cl?ssico, baseado no Curr?culo M?nimo passou por uma s?rie de transforma??es ap?s as Diretrizes Curriculares Nacionais (DCN), modificando o contexto dos cursos. Assim, esse trabalho objetiva investigar, em um contexto p?s-DCN, como os cursos de gradua??o em Psicologia no Brasil tem lidado com os dilemas da forma??o. Para tanto, optou-se por analisar os Projetos Pedag?gicos de Curso (PPCs) de Psicologia no pa?s. Foram coletados 40 PPCs, selecionados por regi?o, organiza??o acad?mica e natureza jur?dica. As informa??es coletadas foram agrupadas em tr?s blocos de discuss?es: fundamentos te?ricos, filos?ficos e pedag?gicos; ?nfases curriculares e disciplinas e; pr?ticas profissionais. Os resultados foram agrupados em quatro conjuntos de dilemas: a) ?ticos e pol?ticos; b) te?rico-epistemol?gico; c) pr?tica profissional do psic?logo e d) acad?mico-cient?ficos. Os cursos reivindicam uma forma??o compromissada socialmente, generalista, pluralista, foco em pesquisa, defesa da indissociabilidade entre ensino-pesquisa-extens?o, forma??o interdisciplinar e defesa de uma vis?o de homem e de Psicologia cr?tica e reflexiva e n?o-individualizante. Os curr?culos mant?m o ensino quase que exclusivo das ?reas cl?ssicas, dos campos tradicionais da Psicologia aplicada. A forma??o ? conteudista. A cl?nica ? hegem?nica, tanto na teoria como nos campos de aplica??o. O debate hist?rico ? escasso e s?o ausentes os temas ligados ? realidade brasileira, apesar das pol?ticas sociais estarem presentes nos curr?culos. Atualmente, as DCNs t?m um impacto muito maior nos cursos devido ? influ?ncia das ag?ncias de controle, frutos da pol?tica educacional atual, e o resultado disso ? sentido na homogeneiza??o dos discursos dos curr?culos

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-11T14:13:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-23T16:34:17Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) / Made available in DSpace on 2018-04-23T16:34:17Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) elias_pedro_rosa.pdf: 3708430 bytes, checksum: 7d8b0f8e6b9ab3f9ce8fd7da398cd56a (MD5) Previous issue date: 2017 / Instituto Federal de Educa??o, Ci?ncia e Tecnologia de Minas Gerais (IFMG) / A dualidade estrutural instalada na educa??o brasileira tem provocado discuss?es sobre as pol?ticas p?blicas educacionais, em particular, sobre os rumos do ensino m?dio articulado ? Educa??o Profissional. Foco da maior express?o desse dualismo, esse n?vel de ensino guarda grandes evid?ncias de contradi??o entre a forma??o geral e a prepara??o para o trabalho. Contra essa dualidade reinventada pela Medida Provis?ria n? 746/16 e transformada na Lei n? 13.415/17 que institui o ensino m?dio integral, a presente pesquisa retoma o debate sobre a articula??o entre a forma??o geral e a forma??o espec?fica no sistema educacional a partir dos contornos cr?ticos que ela tem ganhado na ?ltima d?cada entre educadores e intelectuais brasileiros. A pesquisa debate as reformas na educa??o profissional t?cnica de n?vel m?dio que culminaram com a institui??o do Ensino M?dio Integrado pelo Decreto n? 5.154/04, em substitui??o ? forma??o fragmentada posta pelo Decreto 2.208/97. Diante desse embate ? que o Curso T?cnico em Agropecu?ria ofertado pelo Instituto Federal de Minas Gerais no Campus S?o Jo?o Evangelista, tornou-se foco dessa pesquisa. Em sua natureza qualitativa, a pesquisa utiliza-se das fontes documental e oral com o objetivo de analisar os desafios da articula??o entre a forma??o geral e a forma??o espec?fica no interior desse curso entre 2005 e 2014. Na contram?o da Lei n? 13.415/17 que mant?m a hierarquia entre as disciplinas e prev? a amplia??o gradativa da carga hor?ria para fomentar o novo ensino m?dio em tempo integral, essa pesquisa concluiu pela necessidade de reestrutura??o da rela??o entre as disciplinas e a redu??o de suas cargas hor?rias para possibilitar a implementa??o do ensino m?dio integrado no interior do curso pesquisado. Pela an?lise dos Projetos Pedag?gicos do Curso T?cnico em Agropecu?ria, concluiu-se que, para dar fim ? dualidade estrutural entre educa??o b?sica e educa??o profissional, a implementa??o do ensino m?dio integrado n?o se resume apenas ? quest?o legal e epistemol?gica, mas, sobretudo, em uma quest?o atitudinal dos principais atores sociais envolvidos com o curso pesquisado. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The structural dualism installed in the Brazilian education has provoked discussions about public educational policies, in particular about secondary level education course (High School) unified to Professional Education. Focusing on the great expression of this dualism, this level of teaching holds evidences of contradictions between general education and preparation for the job market. Contrary to this duality reinvented by the Provisional Measure n?. 746/16 and later transformed into Law n? 13.415/17, which installed full time secondary education, this research reestablishes the debate about the coalition between the general formation and the specific formation in the educational system from the critical contours that it has gained in the last decade among educators and intellectual Brazilians. This research discusses the changes in technical secondary education (high school) that finished up establishing the High School Integrated by Decree n? 5.154/04, replacing its priorformation in Decree n? 2.208/97. Due to this conflict, the Technical Course in Agriculture offered by the Federal Institute of Minas Gerais (IFMG), Campus S?o Jo?o Evangelista, became the main focus of this research. In its qualitative nature, the research uses documentary and oral sources aiming to analyze the challenges of the coalition between general education and specific training within this course; which happened between 2005 and 2014. Against the Law n?. 13.415/17, which maintains the hierarchy between the disciplines and predicts the gradual increase of the work load to encourage the new full time high school, we can conclude that this research shows that there is a need to restructure the relationship between the disciplines and the reduction of their workload to enable the implementation of integrated secondary education within the course searched. By analyzing the Pedagogical Projects of the Technical Course in Agriculture, it is clear that in order to put an end to the structural duality between basic education and professional education, the implementation of full time secondary education is not only restricted to legal and epistemological questions, but above all, to an attitudinal position from the main social performers involved with the course researched.