Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-21T19:05:20Z No. of bitstreams: 1 MariaAparecidaDeFrancaGomes_TESE.pdf: 1493853 bytes, checksum: 88c1daccaa90e445de0df9d00fe35d98 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-21T20:39:35Z (GMT) No. of bitstreams: 1 MariaAparecidaDeFrancaGomes_TESE.pdf: 1493853 bytes, checksum: 88c1daccaa90e445de0df9d00fe35d98 (MD5) / Made available in DSpace on 2016-06-21T20:39:35Z (GMT). No. of bitstreams: 1 MariaAparecidaDeFrancaGomes_TESE.pdf: 1493853 bytes, checksum: 88c1daccaa90e445de0df9d00fe35d98 (MD5) Previous issue date: 2015-12-11 / O Servi?o-Escola de Psicologia constitui-se normativamente com um equipamento indispens?vel para o reconhecimento dos cursos de forma??o de psic?logos pelo Minist?rio da Educa??o brasileiro. A Pol?tica P?blica de Sa?de (Sistema ?nico de Sa?de/SUS) vem se constituindo como campo de inser??o da categoria profissional, mas apresenta enormes desafios ? forma??o. O objetivo deste trabalho ? analisar o funcionamento dos Servi?os-Escola de Psicologia (SEP) das Institui??es de Ensino Superior de Natal compreendidos enquanto dispositivos importantes da forma??o para atender ?s atuais demandas do trabalho do psic?logo no SUS. Para tanto buscou: a) caracterizar as pr?ticas psicol?gicas desenvolvidas nos SEP; b) relacionar as Diretrizes Curriculares Nacionais para os cursos de Psicologia com as habilidades e compet?ncias desenvolvidas nos SEP para atua??o na pol?tica p?blica de sa?de; c) mapear formas de inclus?o dos SEP na rede delineada pela pol?tica de sa?de. Foram realizadas entrevistas com 12 supervisores acad?micos; 09 supervisores de campo e t?cnicos de n?vel superior (TNS) e 09 gestores, sendo 04 de Servi?o-Escola e 05 dos cursos de gradua??o. Foram tamb?m aplicados question?rios com 57 estagi?rios e 24 egressos. Al?m disso, realizou-se duas rodas de conversa com corpo t?cnico e acad?mico de duas das Institui??es de Ensino participantes da pesquisa e uma oficina de trabalho com psic?logos e estudantes promovida pelo CRP 13. Observamos que a maioria dos gestores e docentes conhecem as DCN e compreendem que a forma??o est? em processo de mudan?a no que se refere ? amplia??o da forma??o para atua??o do psic?logo em variados contextos. Entretanto, a maioria dos TNS as desconhece. Ademais, os resultados apontam para a predomin?ncia do modelo de aten??o baseado na psicologia cl?nica tradicional, embora a articula??o com as redes das pol?ticas p?blicas de sa?de e assist?ncia social j? possa ser timidamente visualizada. Diferentes modalidades de pr?ticas nesses Servi?os-Escola foram detectadas como as rodas de conversa, oficinas tem?ticas, consultoria em organiza??es, reuni?o em equipe di?ria de estagi?rios e TNS, matriciamento em sa?de mental, acompanhamento terap?utico, dentre outras. Contudo, os SEP do RN ainda se encontram isolados, seja dos demais cursos que comp?em o rol de categorias profissionais que atuam na sa?de, seja dos servi?os que comp?em as redes da pol?tica de sa?de e demais pol?ticas p?blicas. / The Psychology University Services is stablished normatively as an indispensable equipment to the recognition of the graduation courses of psychologists by the Brazilian Education Ministery. The Public Healthcare Policies (Universal Health System/SUS) constitutes itself as a input field of the professional category, but shows huge challenges in the formation of these professionals. The objective of this work is to analyse the functioning of the Psychology University Services (SEP) and the Superior Educational Institutions from Natal, understood as important formation devices to attend the actual demands of the psychologist's work on SUS. For this, it sought a) characterize the psychological practices developed in the SEP; b) relate the National Curricular Lines of Direction of the psychology courses to the skills and competences developed in the SEP to the performance on the public healthcare policies; c) mapping ways of including the SEP in the network designed by the healthcare policy. Interviews were performed with 13 academic supervisors, 8 field supervisors and technicians of superior level (TNC), along with 9 managers, being for of the Psychology University Services and 5 of the graduation programs. Questionnaires were also applied to 57 interns and 24 graduates. Besides that, two conversation circles were performed with the faculty and technician members from two of the Educational Institutions that were participating of the research, as well as a workshop with students and psychologists, promoted by the CRP 17. We observed that most part of the faculty members and managers know the DCN and comprehend that the formation is in process of change in what concerns to the extension of the formation to the performance of the psychologists in various contexts. However, most part of the TNC don't know about them. Moreover, the results point to the predominance of the assisting model based on the traditional clinic psychology, although the articulation with the public healthcare and social assistance networks can already be timidly visualized. Different modalities of practices in theses Psychology University Services were also detected, such as conversation groups, thematic workshops, organizational consultancies, team meetings with the interns and TNS in a daily basis, matriciament in mental health, therapeutic monitoring, among others. Yet, the SEP in Rio Grande do Norte are still isolated from the other courses that perform in the healthcare area and also from the services that compose the public healthcare and public policies.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T14:01:47Z No. of bitstreams: 1 LietiCoelhoLeal_DISSERT.pdf: 513276 bytes, checksum: 2bbedbd887682d0c60707c5387e15fa5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-20T21:40:01Z (GMT) No. of bitstreams: 1 LietiCoelhoLeal_DISSERT.pdf: 513276 bytes, checksum: 2bbedbd887682d0c60707c5387e15fa5 (MD5) / Made available in DSpace on 2018-02-20T21:40:01Z (GMT). No. of bitstreams: 1 LietiCoelhoLeal_DISSERT.pdf: 513276 bytes, checksum: 2bbedbd887682d0c60707c5387e15fa5 (MD5) Previous issue date: 2017-12-15 / Os Servi?os-Escola de Psicologia est?o vinculados ? cria??o e regulamenta??o do curso de Psicologia e t?m sido, ao longo dos anos, o principal espa?o de pr?ticas no processo de forma??o do psic?logo, visando cumprir, desde o seu nascimento, um duplo objetivo: subsidiar os alunos e atender a comunidade. A partir das Diretrizes Curriculares Nacionais para os cursos de gradua??o em Psicologia, os Servi?os-Escola s?o chamados a ampliar sua a??o, de modo a atender a uma demanda que cresce continuamente e a se adequar ?s mudan?as na forma??o. A presente investiga??o teve como objetivo efetuar uma an?lise do Servi?o de Psicologia Aplicada ? SEPA da Universidade Federal do Rio Grande do Norte, a partir de um estudo descritivo, transversal e comparativo que buscou relacionar dados sobre o funcionamento de Servi?os Escola das varias regi?es do pais, de modo a identificar lacunas e fundamentar uma discuss?o quanto ? necessidade e possibilidade de mudan?as propiciadoras de melhorias. Para a produ??o de informa??es, optou-se por uma abordagem mista simult?nea ou multimetodos, que utilizou a observa??o sistem?tica, a an?lise documental, a consulta a banco de dados e entrevistas enquanto recursos de investiga??o. Quanto aos resultados, observa-se que a elevada demanda revelou-se uma dificuldade generalizada em todos os servi?os estudados, refletindo um aumento no numero de pessoas buscando aten??o psicologia e poucos psic?logos no servi?o p?blico que atendam tal demanda. Entretanto, em rela??o ? estrutura f?sica, observa-se uma semelhan?a de condi??es, ou seja, um satisfat?rio atendimento ?s necessidades. A preval?ncia de uma forte hegemonia da psicoterapia individual sinaliza que a oferta de servi?os n?o contempla a diversidade de possibilidades do campo psi. Por outro lado, a procura por essa modalidade de atendimento se destaca, o que se deve, em parte, ao imagin?rio ainda prevalente em rela??o ?s atividades do psic?logo, mesmo que in?meras mudan?as tenham exigido uma redefini??o das habilidades e compet?ncias desenvolvidas ao longo da forma??o profissional. Pode-se concluir que, de modo geral, h? um apego a modelos te?ricos cristalizados, n?o estando clara a abrang?ncia do termo ?Servi?o de Psicologia?, bem como, certo desconhecimento e/ ou afastamento em rela??o ?s diretrizes curriculares do curso de psicologia. Partindo dessas lacunas, percebeu-se uma fragilidade no Servi?o Escola, mesmo considerando a sua import?ncia para a forma??o do futuro psic?logo. Sugere-se, assim, a proposi??o de espa?os de discuss?o que, sistematicamente, informem e aproximem os que integram os Servi?os Escola e, potencialmente, possam subsidiar a amplia??o da quantidade e qualidade da oferta de cuidados. / The Psychology School Services are linked to the creation and regulation of the Psychology course and have been, over the years, the main space of practices in the process of training the psychologist, aiming to fulfill, since its birth, a double objective: to subsidize the students and serve the community. From the National Curricular Guidelines for undergraduate courses in Psychology, the School Services are called to expand their action in order to meet a demand that is constantly growing and to adapt to changes in training. The present research had the objective of analyzing the Service of Applied Psychology - SEPA of the Federal University of Rio Grande do Norte, based on a descriptive, cross - sectional and comparative study that sought to relate data about the functioning of School Services in the various regions of the country , in order to identify gaps and to base a discussion on the need and possibility of changes conducive to improvements. For the production of information, a simultaneous mixed approach or multi-method was used, which used systematic observation, documentary analysis, database consultation and interviews. Regarding the results, it is observed that the high demand was a generalized difficulty in all the Services studied, reflecting an increase in the number of people seeking psychology attention and few psychologists in the public service that meet such demand. However, in relation to the physical structure, there is a similarity of conditions, that is, a satisfactory service to the needs. The prevalence of a strong hegemony of individual psychotherapy indicates that the service offer does not contemplate the diversity of possibilities of the psi field. On the other hand, the demand for this mode of care stands out, which is due, in part, to the imaginary still prevalent in relation to the activities of the psychologist, even though numerous changes have required a redefinition of the skills and competences developed during the training professional. It can be concluded that, in general, there is an attachment to theoretical models crystallized, not being clear the scope of the term "Psychology Service", as well as, a certain lack of knowledge and / or distance from the curricular guidelines of the psychology course. Starting from these shortcomings, a fragility was perceived in the School Service, even considering its importance for the formation of the future psychologist. It is suggested, therefore, the proposal of spaces for discussion that systematically inform and bring together those who make up the School Services and, potentially, can subsidize the expansion of the quantity and quality of care provision.