Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-10-11T20:25:05Z No. of bitstreams: 2 Dissertação - Adriane Guimarães de Siqueira Lemos - 2016.pdf: 1850453 bytes, checksum: a94724c58fd1453b42c1204bcf3c529b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2016-10-14T19:53:26Z (GMT) No. of bitstreams: 2 Dissertação - Adriane Guimarães de Siqueira Lemos - 2016.pdf: 1850453 bytes, checksum: a94724c58fd1453b42c1204bcf3c529b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-10-14T19:53:26Z (GMT). No. of bitstreams: 2 Dissertação - Adriane Guimarães de Siqueira Lemos - 2016.pdf: 1850453 bytes, checksum: a94724c58fd1453b42c1204bcf3c529b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-19 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / That research, entered in the line Fundamentals of Processes Educational, investigates the vinculation psicology-education in the document Childhoods and Children in Scene: for one Politic of Infantile Education for the Rede Municipal de Goiânia (GOIÂNIA 2014). This is the qualitative research, bibliographic and documental, developed by content analysis procedure conducted from the strict document reading, the seizure of its structure and internal logic, the key concepts, and meanings and meanings of the terms and concepts used, based on the comparison with the appropriate theoretical framework in the literature review. By having for reference studies about the vinculation psychology-education from on one approach criticizes, based on historical analysis this relationship, it was found that it can take in order to hide and justify the unequal social relations and antagonistic and, concomitantly, support the training focused on the demands of the production process. It has been found that the principles identified in the document, the child who elected as centrality, and the emphasis on learning, for the organization and execution of educational processes, corroborates the movement here called webs of psychology-education relationship. The centrality of the child in the document is expressed by joining the Pedagogy of Childhood, the definition of the child as a subject of rights and the prominent place given to life experiences and experiences for the realization of the pedagogical proposal. The emphasis on learning is perceived in the document from the circumstantial teaching place, understanding that learning is a constitutive process and to the child and the subordination of this process to the interests and needs of the child. These are principles that historically are linked to the field of ideas psychology-education that tend to naturalization of the child and his formation. / Esta pesquisa, inscrita na linha de Fundamentos dos Processos Educativos, investiga a vinculação psicologia-educação no documento Infâncias e Crianças em Cena: por uma Política de Educação Infantil para a Rede Municipal de Goiânia (GOIÂNIA, 2014). Trata-se de uma pesquisa de natureza qualitativa, bibliográfica e documental, desenvolvida mediante o procedimento de análise do conteúdo realizado a partir da leitura rigorosa do documento, da apreensão da sua estrutura e lógica interna, dos conceitos-chave, e dos significados e sentidos dos termos e conceitos utilizados, tendo por base o cotejamento com o referencial teórico apropriado na revisão bibliográfica. Tendo por referência estudos sobre a vinculação psicologia-educação a partir de uma abordagem crítica, com base na análise histórica dessa relação, verificou-se que ela pode se dar de forma a ocultar e justificar as relações sociais desiguais e antagônicas e, concomitantemente, fundamentar a formação voltada para as demandas do processo produtivo. Verificou-se que os princípios identificados no documento, que elegem a criança como centralidade, bem como a ênfase na aprendizagem, para a organização e efetivação dos processos educativos, corroboram o movimento que aqui se denominou tramas da relação psicologia-educação. A centralidade da criança no documento é expressa pela adesão à Pedagogia da Infância, pela definição da criança como sujeito de direitos e pelo lugar de destaque dado às vivências e experiências para a efetivação da proposta pedagógica. A ênfase na aprendizagem é apreendida no documento a partir do lugar circunstancial do ensino, da compreensão de que a aprendizagem é um processo constitutivo da e para a criança e da subordinação desse processo aos interesses e necessidades da criança. Trata-se de princípios que historicamente ligam-se à ideias do campo da psicologia-educação que tendem à naturalização da criança e da sua formação.

This project has been designed to measure the efficacy of various methods of instruction in relation to extrinsic (external) feedback. Practicing correct movements (positive feedback) is thought to encourage learners to repeat beneficial patterns.

No description available.

Esta dissertação é resultado de um processo que buscou conhecer e discutir as expressões e contribuições do ensino de psicologia no campo das Escolas Técnicas Estaduais de São Paulo (Etecs) tendo como fundamentação teórico-metodológica o Materialismo Histórico Dialético. No primeiro momento, realizou-se levantamento do campo de atuação possível para o licenciado em psicologia nas Etecs, obtendo- se que em número de discentes, diversidade de cursos e porcentagem de Etecs esse campo é amplo. Posteriormente, realizou-se pesquisa de campo em uma Escola Técnica Estadual de São Paulo envolvendo: observação de espaços comuns da escola e aulas de Psicologia Organizacional (curso de técnico em Administração) e Psicologia Social (curso de técnico em Marketing); análise de documentos; conversas informais e entrevista com o docente das disciplinas observadas. O processo de análise partiu das questões construídas durante a pesquisa de campo e as significou a partir da teoria. Foi possível identificar a existência de processos potencialmente alienantes e processos potencialmente emancipatórios no ensino de psicologia, os quais são profundamente condicionados pela histórica subordinação da educação profissional às demandas ideológicas do mercado de trabalho e às condições de trabalho existentes nas Etecs, as quais entre outras questões restringem a autonomia dos docentes e os reduzem a técnicos. Compreendeu-se que há no ensino de psicologia das Etecs predominância dos processos potencialmente alienantes, os quais foram discutidos em termos de: 1) redução dos conhecimentos psicológicos ao uso instrumental; 2) marginalidade do conteúdo; 3) prescrição de formas de ser e agir; e 4) equívocos no ensino de conteúdos. Desvelou-se a existência de brechas que possibilitaram a existência de processos potencialmente emancipatórios, tais como: 1) relações de respeito mútuo; e 2) ensino de conhecimentos histórico-socialmente construídos. A pesquisa permite entrever as potencialidades do ensino de psicologia no campo das Etecs e afirmar a possibilidade deste contribuir para a formação humana emancipada, desde que: a) considere criticamente os condicionantes inerentes a seu próprio campo de conhecimento, atuação e formação de seus professores; e b) busque incessantemente superá-los. Para tal considerou-se como necessárias lutas no sentido da modificação de políticas públicas de educação e transformações na formação inicial e contínua dos professores de psicologia / This dissertation results of a process that aimed to discover and discuss the expressions and contributions of the teaching of psychology in the field of the technical schools of the state of São Paulo (Etecs), having as theoretical and methodological basis the historical and dialectical materialism. At first, the potential field for psychology teachers at the Etecs was surveyed, getting that, in number of students, diversity of courses and percentage of Etecs, this field is wide. Subsequent field research took place in an Etec, including: observation of the common areas of the school and of classes in Organizational Psychology (technical course in Business Administration) and Social Psychology (technical course in Marketing), analysis of documents; informal conversations and interviews with the teacher of the observed subjects. The process of analysis was built upon the issues raised during the field research and sought their meaning in theory. It was possible to identify the existence of potentially alienating processes and potentially emancipatory processes in the teaching of psychology, which are heavily affected by the historical subordination of vocational education to ideological demands of the labor market and by the working conditions existing in the Etecs which, among other issues, restrict the autonomy of teachers and reduce them to technicians. It was understood that there is, in the teaching of psychology in Etecs, prevalence of potentially alienating processes, which were discussed in terms of: 1) reduction of psychological knowledge to instrumental use, 2) marginality of contents, 3) prescription of ways of being and acting; and 4) mistakes in the teaching of contents. Was unveiled the existence of breaches that allowed the existence of potentially emancipatory processes, such as: 1) relations of mutual respect; and 2) teaching of historically and socially constructed knowledge. The research provides a glimpse of the potentialities of the teaching of psychology in the field of the Etecs and allows to affirm the possibility that it contributes to the emancipated human formation, provided that it: a) critically considers the inherent constraints to its own field of knowledge, its work and the formation of its teachers; and b) constantly seeks to overcome them. For this, struggles for the modification of public education policies and for changes in initial and continuing training of psychology teachers are necessary

<p> In order to explore recruitment methods for attracting undergraduate underrepresented minority (URM) students to the sciences, an applied intervention involving the manipulation of the construct of interest was implemented. Using Bridges to the Baccalaureate--a scientific research program available to community college URM students--as the context for the intervention, I redesigned the original recruitment brochure into two new brochures: one designed to catch interest and one designed to catch interest as well as hold it. Largely attributable to inherent limitations of applied research, no differences were found between the number of applications submitted the year the intervention was implemented compared to the previous baseline year, nor were any differences found between the number of applications submitted by students who received the interest brochure compared to those who received the utility value brochure. </p>

<b>Introduction:</b> Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible Years Teacher Classroom Management (IY TCM) programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. The overall aim of this DPhil is to use the Incredible Years Teacher Classroom Management programme as a case study for applying mixed methods at the systematic review level to ascertain what is known about both the programme's effectiveness and how people experience the course, and subsequently to use the systematic review's findings as a springboard (rather than as an end goal) for more exploratory research into 'for whom' the programme might work. <b>Method:</b> Study One is a mixed methods systematic review of IY TCM. It applied multilevel meta-analysis to RCT outcome data and grounded theory meta-synthesis to interview and focus group data on stakeholders' experiences of IY TCM. Quantitative and qualitative findings were cross-synthesised and mapped using an integrative grid. Study Two moves the field forward by filling a gap in the evidence base, as identified in Study One. Semi-structured telephone interviews were conducted with special educational needs coordinators (SENCos) across Devon, exploring the acceptability and appropriateness of expanding IY TCM to the subgroup of children with special educational needs (SEN) in mainstream schools. Data were analysed thematically and mapped onto IY TCM content. <b>Results:</b> In Study One, nine studies reported across 14 papers met inclusion criteria for either quantitative or qualitative strands of this systematic review. Multilevel meta-analysis of RCTs (n=4) indicated that the programme produced teacher- and child-level results in the desired directions. Clear trends across all measured outcomes favoured the intervention group over the treatment-as-usual comparison. Qualitative meta-synthesis (n=5) illuminated a cyclical learning process and broader conceptualisation of teacher and child outcomes than was evident in the quantitative evidence. Notably, RCT data on teacher outcomes were limited to self-reported or observed behaviours, while teachers described other benefits from IY TCM including increased knowledge and emotional well-being. Cross-synthesis of findings from the two review strands highlighted harmony across the RCT and qualitative evidence but also a number of areas in which constructs that were prioritised by one type of research were not integrated into the other. Study Two generated classroom management strategies from SENCos, which aligned closely with strategies taught in IY TCM, indicating that IY TCM would be both acceptable and applicable (if not sufficient) for use when working with children identified with SEN and behavioural difficulties in schools. <b>Discussion:</b> Based on the positive effects of implementing IY TCM despite very few studies to power analyses, the programme appears to offer tangible benefits to both teachers and children. It is possible that results are underestimated due to limited types of outcomes measured and absence of experiential data from additional stakeholders (e.g., parents). Depending on current provision of special educational needs services, schools operating inclusion models are likely to find these strategies beneficial for children identified with SEN, and this subgroup should be explicitly examined in future IY TCM studies.

The aim of this thesis is to examine the relative importance of working memory, counting ability, and additive reasoning in children's mathematics learning. One hundred and fifteen 6-year-old Chinese children in Hong Kong participated in two waves of assessments. At the first time point (T1 - first grade), they were assessed using non-verbal intelligence, working memory (central executive, phonological loop, and visuospatial sketchpad), counting ability (procedural counting and conceptual knowledge of counting), additive reasoning (knowledge of the commutativity and complement principles), and mathematical achievement (calculation and story problem solving). Approximately 10 months later (T2 - second grade), children's mathematical achievement in calculation and story problem solving were evaluated once again. The extent to which various cognitive factors longitudinally predicted children's mathematical achievement was evaluated in this study. Several key findings were identified through two sets of analyses - multiple regression models and latent profile analysis. The multiple regression analyses showed that counting ability accounted for a significant amount of variance in T1 and T2 calculation beyond the effects of age, IQ, and working memory, in which conceptual knowledge of counting, but not procedural counting, was a unique predictor. However, counting ability did not contribute significantly to story problem solving at both time points. When additive reasoning was also included in the regression model, counting ability made a unique contribution to T1 calculation only, but not T2 calculation. By contrast, additive reasoning and working memory appeared to be more stable and stronger predictors of children's performance in calculation and story problem solving at both time points than counting ability. Additive reasoning explained a substantial and significant amount of variance in calculation and story problem solving at both time points after the effects of age, IQ, working memory, and counting ability were controlled for - Both knowledge of the commutativity and complement principles were unique predictors. Similarly, working memory also accounted for a significant amount of variance in calculation and story problem solving at both time points beyond the influence of age, IQ, counting ability, and additive reasoning. Among the three components of working memory, only the central executive was a unique predictor for all measures of mathematical achievement. Autoregressive analyses provided strong evidence for the longitudinal predictive powers of additive reasoning and working memory. The analyses showed that both additive reasoning and working memory remained significant predictors of T2 mathematical achievement (calculation and story problem solving) even after the effects of children's previous performance were taken into account (i.e. T1 mathematical achievement). Overall, additive reasoning accounted for the greatest amount of variance in mathematical achievement both concurrently and longitudinally among all the other factors. This finding underscores the importance of additive reasoning in the teaching and learning of mathematics in young children. Because additive reasoning (as indicated by the knowledge of the commutativity and complement principles) is a critical variable in this thesis and relatively scarce research has examined this construct, particular concern was paid to the measurement of additive reasoning. It was measured in two ways in the present study: with the support of concrete materials (the concrete condition) and without the support of concrete materials (the abstract condition). Latent profile analysis showed that all children who performed well in the abstract conditions also did well in the concrete conditions, whereas it did not reveal a group of children who performed well in the abstract conitions, but not in the concrete conditions as well. Another interesting finding was that all children who obtained high scores on tasks that assessed their knowledge of the complement principle also obtained high scores in tasks that assessed their understanding of the commutativity principle. The overall pattern of profiles provides initial evidence suggesting that additive reasoning may develop from thinking in the context of specific quantities to thinking about more abstract symbols, and children acquire the knowledge of the commutativity principle in abstract tasks before they start to acquire the knowledge of the complement principle. This finding demonstrated that patterns of individual differences are present in the development of different aspects of additive reasoning. If teachers possess some knowledge about the particular strengths and weaknesses of each child, it would be easier for them to devise teaching strategies that are tailored to the needs of different children, which may relate to the developmental order of the commutativity and complement principles, and the role of concrete materials in this development. Thus, this study contributes to the literature by showing that assessing additive reasoning in different ways and identifying profiles with classification analyses may be useful for educators to understand more about the developmental stage where each child is placed. It appears that a more fine-grained assessment of additive reasoning can be achieved by incorporating both concrete materials and relatively abstract symbols in the assessment.

Esta dissertação é resultado de um processo que buscou conhecer e discutir as expressões e contribuições do ensino de psicologia no campo das Escolas Técnicas Estaduais de São Paulo (Etecs) tendo como fundamentação teórico-metodológica o Materialismo Histórico Dialético. No primeiro momento, realizou-se levantamento do campo de atuação possível para o licenciado em psicologia nas Etecs, obtendo- se que em número de discentes, diversidade de cursos e porcentagem de Etecs esse campo é amplo. Posteriormente, realizou-se pesquisa de campo em uma Escola Técnica Estadual de São Paulo envolvendo: observação de espaços comuns da escola e aulas de Psicologia Organizacional (curso de técnico em Administração) e Psicologia Social (curso de técnico em Marketing); análise de documentos; conversas informais e entrevista com o docente das disciplinas observadas. O processo de análise partiu das questões construídas durante a pesquisa de campo e as significou a partir da teoria. Foi possível identificar a existência de processos potencialmente alienantes e processos potencialmente emancipatórios no ensino de psicologia, os quais são profundamente condicionados pela histórica subordinação da educação profissional às demandas ideológicas do mercado de trabalho e às condições de trabalho existentes nas Etecs, as quais entre outras questões restringem a autonomia dos docentes e os reduzem a técnicos. Compreendeu-se que há no ensino de psicologia das Etecs predominância dos processos potencialmente alienantes, os quais foram discutidos em termos de: 1) redução dos conhecimentos psicológicos ao uso instrumental; 2) marginalidade do conteúdo; 3) prescrição de formas de ser e agir; e 4) equívocos no ensino de conteúdos. Desvelou-se a existência de brechas que possibilitaram a existência de processos potencialmente emancipatórios, tais como: 1) relações de respeito mútuo; e 2) ensino de conhecimentos histórico-socialmente construídos. A pesquisa permite entrever as potencialidades do ensino de psicologia no campo das Etecs e afirmar a possibilidade deste contribuir para a formação humana emancipada, desde que: a) considere criticamente os condicionantes inerentes a seu próprio campo de conhecimento, atuação e formação de seus professores; e b) busque incessantemente superá-los. Para tal considerou-se como necessárias lutas no sentido da modificação de políticas públicas de educação e transformações na formação inicial e contínua dos professores de psicologia / This dissertation results of a process that aimed to discover and discuss the expressions and contributions of the teaching of psychology in the field of the technical schools of the state of São Paulo (Etecs), having as theoretical and methodological basis the historical and dialectical materialism. At first, the potential field for psychology teachers at the Etecs was surveyed, getting that, in number of students, diversity of courses and percentage of Etecs, this field is wide. Subsequent field research took place in an Etec, including: observation of the common areas of the school and of classes in Organizational Psychology (technical course in Business Administration) and Social Psychology (technical course in Marketing), analysis of documents; informal conversations and interviews with the teacher of the observed subjects. The process of analysis was built upon the issues raised during the field research and sought their meaning in theory. It was possible to identify the existence of potentially alienating processes and potentially emancipatory processes in the teaching of psychology, which are heavily affected by the historical subordination of vocational education to ideological demands of the labor market and by the working conditions existing in the Etecs which, among other issues, restrict the autonomy of teachers and reduce them to technicians. It was understood that there is, in the teaching of psychology in Etecs, prevalence of potentially alienating processes, which were discussed in terms of: 1) reduction of psychological knowledge to instrumental use, 2) marginality of contents, 3) prescription of ways of being and acting; and 4) mistakes in the teaching of contents. Was unveiled the existence of breaches that allowed the existence of potentially emancipatory processes, such as: 1) relations of mutual respect; and 2) teaching of historically and socially constructed knowledge. The research provides a glimpse of the potentialities of the teaching of psychology in the field of the Etecs and allows to affirm the possibility that it contributes to the emancipated human formation, provided that it: a) critically considers the inherent constraints to its own field of knowledge, its work and the formation of its teachers; and b) constantly seeks to overcome them. For this, struggles for the modification of public education policies and for changes in initial and continuing training of psychology teachers are necessary

Esse trabalho teve como objetivo explorar como se dá a experiência de estudantes de Psicologia em seu primeiro contato com pessoas com sofrimento mental, tendo para isso base teórica e prática de estágio, em disciplina introdutória da área de Psicopatologia; e, ao mesmo tempo, refletir sobre a influência dessa experiência na concepção dos alunos sobre o tema. Na Introdução teórica, são apresentadas uma trajetória da história frente à doença mental e a construção dos atuais dispositivos da Rede de Atenção Psicossocial brasileira. Discute-se a importância do contato com o outro para o reconhecimento de si mesmo e da realidade como determinantes para o enfrentamento de uma possibilidade de ruptura de si e da realidade. Aborda-se, assim, a concepção do aluno sobre a loucura e a descrição da proposta de estágio central a este trabalho, que busca trazer um modelo inovador de introdução dos alunos ao tema e à prática em saúde mental. Para dar conta dos objetivos, foi aplicado o procedimento Desenho-Estória com tema (DE-t) em 63 estudantes e refletiu-se acerca do acompanhamento semanal de um grupo de 6 (seis) estagiários em atendimentos a um usuário de um centro de atenção psicossocial. Foram realizadas entrevistas anteriores e posteriores o período da prática, recolhendo-se, também, relatos escritos sobre cada atendimento, realizando-se a análise do discurso desse material. Apresentam-se as análises e as discussões dos DE-t, das entrevistas iniciais, dos relatórios semanais produzidos e, por fim, das entrevistas realizadas após o fim da experiência. Os resultados mostram a sucessiva aproximação do aluno com a doença mental, tornando-a concreta. A concepção inicial indicava o doente mental como violento, triste, angustiado frente à existência e com pouco contato com a realidade. Com o tempo, a distância e o pouco conhecimento sobre o tema foram mudando, sendo que os alunos puderam tomar contato com a realidade do usuário e das instituições. Destacou-se, ainda a ambiguidade entre a disponibilidade do aluno e as angústias do contato desses alunos com a doença mental. Ao final desse percurso, pôde-se observar o êxito do objetivo proposto, ao relatar-se a trajetória desses estudantes diante da doença mental, as mudanças em sua forma de conceber e disponibilizar-se a essa relação, mostrando-se a importância do paralelo entre teoria e prática no ensino de Psicopatologia / This work aims to explore how students of Psychology experience their first contact face to people with mental disorder, through the theoretical teaching and the participation in a traineeship part of an introductory class of Psychopathology, and how this experience influences their comprehension of this theme. On the introductory chapter, a historical trajectory of the theme of madness is followed to present the construction of the current provisions of the Brazilian Psychosocial Care Network and to discuss the place of madness for the subject and the importance of contact with others for recognition of the self and reality as determinants to face a possibility of rupture of self and reality. It is approached, then, the formulation of this student about the madness and the description of the traineeship proposal, central to this study that brings an innovative model for introducing students to this subject and practice in mental health. Aiming this objectives, the thematic drawing and story procedure (DE-T) was applied in 63 students and, face to the weekly monitoring of a group of six trainees in care offered to an user of a psychosocial care center, interviews were conducted before and after the period of practice. It was also gathered the written reports on each session, performing the discourse analysis of the material. Initially, it is analyzed and discussed the DE-t, followed by the analysis of the initial interviews, the weekly reports produced and, finally, the interviews after the end of the course. The results indicate that a successive approximation of the student with mental disorders making it concrete. This initial image indicated the mentally ill as violent, sad, anguished face to existence and with little contact with reality. Over time, this distance and the little knowledge about the theme changed, and those students were able to have contact with the reality of the patient, and of the institution. Stands out, as well, the ambiguity between the availability of the student and the anxieties of this contact with mental disorder. At the end of this journey was possible to observe the success of the proposed objective in reporting the course of these students approaching of the mental disorder, changes of their conception, and being available to this relationship, showing the importance of the parallel between theory and practice in psychopathology teaching

Esse trabalho teve como objetivo explorar como se dá a experiência de estudantes de Psicologia em seu primeiro contato com pessoas com sofrimento mental, tendo para isso base teórica e prática de estágio, em disciplina introdutória da área de Psicopatologia; e, ao mesmo tempo, refletir sobre a influência dessa experiência na concepção dos alunos sobre o tema. Na Introdução teórica, são apresentadas uma trajetória da história frente à doença mental e a construção dos atuais dispositivos da Rede de Atenção Psicossocial brasileira. Discute-se a importância do contato com o outro para o reconhecimento de si mesmo e da realidade como determinantes para o enfrentamento de uma possibilidade de ruptura de si e da realidade. Aborda-se, assim, a concepção do aluno sobre a loucura e a descrição da proposta de estágio central a este trabalho, que busca trazer um modelo inovador de introdução dos alunos ao tema e à prática em saúde mental. Para dar conta dos objetivos, foi aplicado o procedimento Desenho-Estória com tema (DE-t) em 63 estudantes e refletiu-se acerca do acompanhamento semanal de um grupo de 6 (seis) estagiários em atendimentos a um usuário de um centro de atenção psicossocial. Foram realizadas entrevistas anteriores e posteriores o período da prática, recolhendo-se, também, relatos escritos sobre cada atendimento, realizando-se a análise do discurso desse material. Apresentam-se as análises e as discussões dos DE-t, das entrevistas iniciais, dos relatórios semanais produzidos e, por fim, das entrevistas realizadas após o fim da experiência. Os resultados mostram a sucessiva aproximação do aluno com a doença mental, tornando-a concreta. A concepção inicial indicava o doente mental como violento, triste, angustiado frente à existência e com pouco contato com a realidade. Com o tempo, a distância e o pouco conhecimento sobre o tema foram mudando, sendo que os alunos puderam tomar contato com a realidade do usuário e das instituições. Destacou-se, ainda a ambiguidade entre a disponibilidade do aluno e as angústias do contato desses alunos com a doença mental. Ao final desse percurso, pôde-se observar o êxito do objetivo proposto, ao relatar-se a trajetória desses estudantes diante da doença mental, as mudanças em sua forma de conceber e disponibilizar-se a essa relação, mostrando-se a importância do paralelo entre teoria e prática no ensino de Psicopatologia / This work aims to explore how students of Psychology experience their first contact face to people with mental disorder, through the theoretical teaching and the participation in a traineeship part of an introductory class of Psychopathology, and how this experience influences their comprehension of this theme. On the introductory chapter, a historical trajectory of the theme of madness is followed to present the construction of the current provisions of the Brazilian Psychosocial Care Network and to discuss the place of madness for the subject and the importance of contact with others for recognition of the self and reality as determinants to face a possibility of rupture of self and reality. It is approached, then, the formulation of this student about the madness and the description of the traineeship proposal, central to this study that brings an innovative model for introducing students to this subject and practice in mental health. Aiming this objectives, the thematic drawing and story procedure (DE-T) was applied in 63 students and, face to the weekly monitoring of a group of six trainees in care offered to an user of a psychosocial care center, interviews were conducted before and after the period of practice. It was also gathered the written reports on each session, performing the discourse analysis of the material. Initially, it is analyzed and discussed the DE-t, followed by the analysis of the initial interviews, the weekly reports produced and, finally, the interviews after the end of the course. The results indicate that a successive approximation of the student with mental disorders making it concrete. This initial image indicated the mentally ill as violent, sad, anguished face to existence and with little contact with reality. Over time, this distance and the little knowledge about the theme changed, and those students were able to have contact with the reality of the patient, and of the institution. Stands out, as well, the ambiguity between the availability of the student and the anxieties of this contact with mental disorder. At the end of this journey was possible to observe the success of the proposed objective in reporting the course of these students approaching of the mental disorder, changes of their conception, and being available to this relationship, showing the importance of the parallel between theory and practice in psychopathology teaching