Made available in DSpace on 2016-04-04T18:28:13Z (GMT). No. of bitstreams: 1 Maisa Elena Ribeiro.pdf: 1061000 bytes, checksum: 0209ac8e3d06179f092b339c2cfbc3bd (MD5) Previous issue date: 2013-12-09 / Pontif?cia Universidade Cat?lica de Campinas / After the National Policy of Social Assistance (PNAS) approval in 2004 and the implementation of the Unified Social Assistance System (SUAS), the psychologist became a technical team member for this public policy services, launching officially a new work field. With this participation, the psychologist deals with the popular class demands, demanding from Psychology as science and profession new conceptions and practices that can contribute in an effective way for social change and better quality of life for the target users of these services. The aim of this research was to question the psychologist presence and work in the SUAS, to reflect and discuss critically about the actions, problems and dilemmas faced by the professional in this context. It is a qualitative research based on the principals of Dialectical and Historical Materialism, where analyses of the following sources of information were carried through: technical references from the Federal Psychology Council (CFP); field diaries composed by the researcher with reflections about the participation in public events on this theme (seminars, forums, debates, etc.). The analyses of these materials showed the contradictions between what is proposed by the PNAS and the CPF orientations, with what is carried through and experienced by the professionals practice. The research results revealed that although the SUAS participation presents a new work field for the psychologist, these professionals still reproduce old practices. This affirmation is due to the identification of actions that maintain a traditional psychology perspective that tend to focus in individual and subjective aspects to understand people s problems. In addition, the professionals complained about their education and the lack of a space for discussions about their practice, what often results in actions that don t achieve their intended goals. Apart form the education problem, which doesn t encompass this new context and field of work, the professional encounters in the SUAS services problems such as: inadequate work conditions due to the lack of physical infrastructure required for the services operation, also precarious working attachments. However despite the problems, the research also identified practices that converge with the SUAS demands such as: community participation and group works with a collective and participative bias. Furthermore, it was identified some strategies to overcome problems and dilemmas through collective organization and political participation of some professionals, for example, the SUAS workers forum. / A partir da aprova??o da Pol?tica Nacional de Assist?ncia Social (PNAS) em 2004 e implementa??o do Sistema ?nico de Assist?ncia social (SUAS), o psic?logo comp?e as equipes t?cnicas dos servi?os dessa pol?tica p?blica, inaugurando oficialmente um novo campo de atua??o. Com essa inser??o, o psic?logo lida com demandas das classes populares, o que exige da psicologia, como ci?ncia e profiss?o, novas concep??es e pr?ticas que possam contribuir de forma efetiva para mudan?a social e melhoria da qualidade vida do p?blico-alvo destes servi?os. O objetivo dessa pesquisa foi problematizar a inser??o e atua??o do psic?logo no SUAS, para refletir e discutir criticamente sobre as a??es, problemas e dilemas enfrentados pelo profissional nesse contexto. Trata-se de uma pesquisa qualitativa fundamentada no Materialismo Hist?rico Dial?tico, em que foram realizadas an?lises das seguintes fontes de informa??o: Refer?ncias T?cnicas do Conselho Federal de Psicologia (CFP); e Di?rios de Campo constru?dos a partir das reflex?es da pesquisadora durante a participa??o em eventos p?blicos sobre o tema (semin?rios, f?runs, debates etc.). As an?lises desses materiais explicitaram as contradi??es entre o que ? proposto pela PNAS e nas orienta??es do CFP com o que ? realizado e vivenciado pelos profissionais na pr?tica. Os resultados da pesquisa apontaram que apesar da inser??o no SUAS representar um novo espa?o de atua??o para o psic?logo, os profissionais ainda reproduzem velhas pr?ticas. Tal afirma??o deve-se ? identifica??o de a??es que mant?m a perspectiva de uma psicologia tradicional que tende a deter-se apenas aos aspectos individuais e subjetivos para a compreens?o dos problemas das pessoas. Ademais, os profissionais queixaram-se da sua forma??o e da falta de espa?o para discutir sua pr?tica, o que, muitas vezes, faz com que a repercuss?o de suas a??es n?o atinja os objetivos almejados. Al?m do problema da forma??o, que n?o atende a esse novo contexto de atua??o, o profissional ainda encontra nos servi?os do SUAS diversas outras dificuldades como por exemplo: condi??es inadequadas de trabalho devido ? falta de infraestrutura f?sica para funcionamento dos servi?os e v?nculos de trabalho precarizados. No entanto, a pesquisa identificou tamb?m pr?ticas convergentes com as demandas do SUAS como: a inser??o na comunidade e trabalhos em grupos com um vi?s mais participativo e coletivo. Foram ainda identificadas algumas estrat?gias de supera??o dos problemas e dilemas por meio da organiza??o coletiva e da participa??o pol?tica de alguns profissionais, como por exemplo, os f?runs de trabalhadores do SUAS.

Made available in DSpace on 2016-04-04T18:30:01Z (GMT). No. of bitstreams: 1 Walter Mariano de Faria Silva Neto.pdf: 980804 bytes, checksum: f057f6c1f64c7eaf8ea1e0ef975914db (MD5) Previous issue date: 2014-02-11 / This work s purpose was to investigate the supervised internship in School Psychology from the theoretical contributions of the Critical Psychology of Marxist perspective. The research was developed through the dialogue with the internship supervisors in School Psychology from the Metropolitan Region of Campinas, having as the main source a report they make from their own practice. In this dialogue, the following aspects were clarified: a) the internship supervisors' role on the formation of the critical psychologists; b) the effectiveness of the professional practices in the concrete reality of the region, where the supervised internship programs are located. The theoretical foundation was framed in three epistemic axis: I) the impact of the capitalist system on the construction of Psychology as a science; II) the creation of Psychology majors in Brazil, from the beginning of the profession regulation, to the institution of the Law of National Curriculum Guidelines; and III) the constitution of the specific area of School Psychology, through the psychologist training process within the curricular internships, and the role of the political-academic institutions in this process. The methodology was based on documentary research of the history of the supervision regulation in Brazil and on interviews with internship supervisors of undergraduate courses in Psychology of the Metropolitan Region of Campinas. The data was gathered in three groups, described as follows: characteristics of the supervisor (which emphasizes the importance of personal and professional trajectory as essential for the development of the supervisor's role); relationship with the work context (which refers to the knowledge of the curriculum structure, and to the way in which the supervisor organizes field activities and supervision); and the possibilities to the psychologist's formation (that highlights the area's potential for understanding and intervening in the reality). The results suggest that the internship supervisor in the School Psychology field has the potential to foster critical psychologists, as long as he is allied with other professionals in areas that can contribute to professional formation such as Social, Community, and Work Psychology, as well as professionals in other related fields such as Education, Health and Social Working. The results also point to the fact that the profile of the supervisor is not the only factor that determines the quality of supervision, since it is crossed by equally complex issues such as, national legislation for education, the policies of expanding courses, the practices of night courses, the issue of workload, and specific conditions for working. / Este trabalho teve como objetivo investigar a supervis?o de Est?gio em Psicologia Escolar com base nas contribui??es te?ricas da psicologia cr?tica de referencial marxista. A pesquisa foi desenvolvida mediante a interlocu??o com supervisores da Regi?o Metropolitana de Campinas (SP), tendo como fonte principal o relato que fazem de sua pr?pria pr?tica. Nessa interlocu??o buscou-se esclarecer estes aspectos: a) o papel dos supervisores de est?gio na forma??o de psic?logos cr?ticos; b) a efetividade das pr?ticas dos profissionais na realidade concreta da regi?o onde se localizam os cursos nos quais os est?gios s?o supervisionados. A fundamenta??o te?rica estruturou-se em tr?s eixos epist?micos: 1?) impacto do sistema capitalista na constru??o da psicologia como ci?ncia; 2?) cria??o dos cursos de psicologia no Brasil desde os prim?rdios da regulamenta??o da profiss?o at? a institui??o da Lei de Diretrizes Curriculares Nacionais; 3?) a constitui??o da ?rea espec?fica de psicologia escolar, por meio do processo de forma??o do psic?logo nos est?gios curriculares e o papel das institui??es pol?tico acad?micas nesse processo. A metodologia seguiu a pesquisa documental sobre a hist?ria da regulamenta??o da supervis?o no Brasil e por entrevistas semiestruturadas com supervisores de est?gio de gradua??o em Psicologia da Regi?o Metropolitana de Campinas. Os dados foram agrupados em tr?s conjuntos: 1) caracter?sticas do supervisor (que enfatiza a import?ncia da trajet?ria pessoal e profissional como fundamentais para a constru??o do papel de supervisor); 2) rela??o com o contexto de trabalho (que diz respeito ao conhecimento da estrutura curricular e ? rela??o com a forma como o supervisor organiza as atividades de campo e supervis?o); 3) possibilidades para a forma??o do psic?logo (que destaca o potencial da ?rea para a compreens?o sobre a realidade e a interven??o dentro dela). Os resultados sugerem que o supervisor de est?gio da ?rea da psicologia escolar pode contribuir para a forma??o de psic?logos cr?ticos desde que esteja aliado a outros profissionais de ?reas capazes de colaborar para essa forma??o, tais como a psicologia social, comunit?ria e do trabalho, al?m de outros profissionais de outros campos do saber como a educa??o, a sa?de, a assist?ncia social, dentre os principais. Os resultados tamb?m apontam o fato de que n?o ? apenas o perfil do supervisor que determina a qualidade da supervis?o, uma vez que esta ? atravessada por quest?es igualmente complexas, a exemplo da legisla??o nacional para a educa??o, das pol?ticas de expans?o dos cursos universit?rios e das pr?ticas de cursos noturnos; assim como da carga hor?ria de trabalho e das condi??es concretas de exerc?cio profissional.

Made available in DSpace on 2016-04-29T13:31:04Z (GMT). No. of bitstreams: 1 Simone Gibran Nogueira.pdf: 1808308 bytes, checksum: 8d4faecf4b28e1eae2fd72ee5a526b91 (MD5) Previous issue date: 2013-06-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research had two main objectives: the first one aimed to demonstrate and defend the coherency of using theoretical, epistemological and methodological perspectives culturally consistent with the African worldview to analyze and produce systematic knowledge about the practice capoeira Angola. The second objective sought to produce an analysis of this social practice based on their African cultural expressions in order to identify its potential as a collective praxis that can promote mental decolonization as well as personal and collective liberation. Therefore, I conducted a systematic study of fundamental references in African Psychology and made Doctorate Sandwich Program to deepen knowledge with most experienced researchers in the area in USA. I analyzed historical, political, philosophical and practical processes of Capoeira Angola within an African perspective, as well as the way they were experienced by two women, one white student and a black master teacher of Capoeira Angola. The first one is the researcher that assumed the dual role of researcher-participant, and the second is the participant who not only collaborated with her life story, but also contribution to the development of the investigation, assuming the dual role of participant-researcher. The analysis of the different dimensions described above was produced based on theoretical references of capoeiristas researchers, masters teachings transmitted orally, knowledge embodied in the body of the participants, dairy field of the visits to capoeira groups, in-depth conversations with the participant-researcher and the researcher-participant's self-interview. The research shows that the practice of capoeira Angola perpetuates linguistic, ritualistic, oral, musical and corporal knowledge from African ancestral cultures. These skills have multiple meanings and are articulated in a multifaceted way providing learning about life in their physical, mental and spiritual dimensions. The analysis of the participants experiences in the practice of capoeira Angola demonstrates that this culture has the potential to promote personal critical self-reflection in society from the opportunity to experience and embody new ways to see, think, feel and live in the world. This critical experience has created conditions for participants undertake personal and collective self-determination processes in society. They not only decolonized their lives but also they learned how to develop liberation community praxis in their personal relationships and professional work / Esta investigação teve dois objetivos centrais: o primeiro visou demonstrar e defender a coerência de utilizar perspectivas teóricas, epistemológicas e metodológicas culturalmente consistentes com a visão de mundo africana para analisar e produzir conhecimentos sistemáticos sobre a prática capoeira Angola. O segundo objetivo buscou produzir uma análise dessa prática social a partir das suas expressões culturais africanas com vistas a identificar o seu potencial enquanto uma práxis comunitária que pode promover descolonização mental e libertação pessoal e coletiva. Para tanto, realizei estudo sistemático de referências fundamentais da Psicologia africana e um Doutorado Sanduíche para aprofundar conhecimentos junto a pesquisadores mais experientes da área nos EUA. A partir da perspectiva africana, analisei processos históricos, políticos, filosóficos e práticos da capoeira Angola, bem como a maneira que eles foram experienciados por duas mulheres, uma branca aprendiz e uma negra mestra de capoeira Angola. A primeira é a própria pesquisadora que assumiu o duplo papel de pesquisadora-participante, e a segunda é a participante que não só colaborou com a sua história de vida, mas também com a confecção do trabalho, assumindo a dupla função de participante-pesquisadora. A análise das diferentes dimensões descritas foi produzida com base em referências teóricas de pesquisadores capoeiristas, ensinamentos de mestres transmitidos de forma oral, conhecimentos encarnados no corpo das participantes, registros em diários de campo de visitas a grupos de capoeira, conversas aprofundadas com a participante-pesquisadora e auto entrevista da pesquisadora-participante. A pesquisa demonstra que a prática da capoeira Angola perpetua conhecimentos linguísticos, ritualísticos, orais, musicais e corporais oriundos de culturas ancestrais africanas. Esses conhecimentos possuem múltiplos sentidos e são articulados de forma multifacetada proporcionando aprendizados sobre a vida em seus aspectos físicos, mentais e espirituais. A análise das experiências vividas pelas participantes na prática da capoeira Angola demonstra que esta cultura tem o potencial de promover uma autorreflexão crítica da pessoa na sociedade a partir da oportunidade de vivenciar e encarnar novas formas se ver, pensar, sentir e viver no mundo. Esta experiência crítica criou condições para que as participantes empreendessem processos de autodeterminação pessoal e coletiva na sociedade. Elas não só descolonizaram suas vidas como aprenderam a desenvolver uma práxis comunitária e libertária nas suas relações pessoais e em seus trabalhos profissionais

Submitted by Fernanda Ciolfi (fernanda.ciolfi@puc-campinas.edu.br) on 2016-04-08T12:04:50Z No. of bitstreams: 1 Tamiris Da Silva Cantares.pdf: 2654876 bytes, checksum: 66115d0c723f6d93022331fc46716ff8 (MD5) / Made available in DSpace on 2016-04-08T12:04:50Z (GMT). No. of bitstreams: 1 Tamiris Da Silva Cantares.pdf: 2654876 bytes, checksum: 66115d0c723f6d93022331fc46716ff8 (MD5) Previous issue date: 2016-02-24 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This research aimed to identify and discuss the policy guidelines that guide the professional practice of psychology, referring to violence against women. Is justified, in view of the breadth and historical perpetuation of the phenomenon of violence against women in Brazilian society and its manifestation in a particular social context marked by exploitation, social inequality and increasing violence. In this sense, the Brazilian feminist movement proved historically as an important reporting tool and resistance, in particular, by persuasion in the implementation of public policies by the State to combat and eradicate violence against women. The methodology, inspired by historical and dialectical materialist bias, has been configured for the production of quantitative and qualitative nature information through the content analysis technique. Research sources used were the eight deliberative documents, drawn up in Congressos Nacionais da Psicologia (CNPs), maximum deliberative entity of Psychology, the period from 1994 to 2013. From the analysis procedure layout, it was possible to identify the central categories in the debate about violence against women in the manifest content of the psychology of political guidelines, such as Public policy and Human rights. We therefore conclude that the prominent social phenomenon was addressed in Psychology policy guidelines through the perspective of human rights of women violations. Therefore, we consider the dialogue with the social and popular movements aligned with the political participation of psychology professionals in the social control agencies as a horizon toward building an aligned Psychology to emerging demands of Brazilian reality and coherent with the desire for social transformation. / A presente pesquisa teve como objetivo identificar e problematizar as diretrizes pol?ticas, que orientam o exerc?cio profissional da Psicologia, referentes ? viol?ncia contra as mulheres. Justifica-se, haja vista a amplitude e perpetua??o hist?rica do fen?meno da viol?ncia cometida contra as mulheres na sociedade brasileira e a sua manifesta??o em um contexto social espec?fico marcado pela explora??o, desigualdade social e crescente viol?ncia. Neste sentido, o movimento feminista brasileiro se mostrou, historicamente, como uma importante ferramenta de den?ncia e resist?ncia, em especial, pela persuas?o na implanta??o de pol?ticas p?blicas pelo Estado no combate e erradica??o da viol?ncia de contra as mulheres. A metodologia, inspirada pelo vi?s materialista hist?rico-dial?tico, se configurou pela produ??o de informa??es de car?ter quantitativo e qualitativo atrav?s da t?cnica de an?lise de conte?do. As fontes de pesquisa utilizadas foram os oito documentos deliberativos, elaborados nos Congressos Nacionais da Psicologia (CNPs), inst?ncia m?xima deliberativa da Psicologia, do per?odo de 1994 a 2013. A partir do procedimento de an?lise estabelecido, foi poss?vel identificar categorias centrais no debate sobre viol?ncia contra mulheres no conte?do manifesto das diretrizes pol?ticas da Psicologia, como Pol?ticas P?blicas e Direitos Humanos. Conclu?mos, portanto, que o fen?meno social destacado foi abordado nas diretrizes pol?ticas da Psicologia por meio da perspectiva da viola??o dos direitos humanos das mulheres. Portanto, consideramos o di?logo com os movimentos sociais e populares, alinhado com a participa??o pol?tica dos profissionais de psicologia nos ?rg?os de controle social, como um horizonte rumo ? constru??o de uma Psicologia atenta ?s demandas emergentes da realidade brasileira e coerente com o desejo de transforma??o social.

This research examines problematic and taken for granted issues in Scottish Secondary Education, from a critical community psychological perspective. Young people are positioned as central to the research, in particular young people experiencing exclusion being the most disempowered group in education, and to fully understand problems they experience the thesis develops a standpoint with young people. Methodologically the research is grounded in a particular approach to praxis. Critical reflection, action and knowledge construction all influence one another cyclically in complex relationships, at times conflicting and at others developing together dialogically and these relationships are embraced and reflected upon carefully. Power and knowledge are viewed as being inextricably linked and knowledge, what is legitimated within a certain frame of reference as ‘truth’ or ‘reality’, is viewed as being constructed by dominant groups with the power to do so. Ethnography was carried out in three educational settings: a mainstream High School; a Special School in a city centre catering for young people experiencing exclusion; and a Youth Project where permanently excluded young people were on an alternative curriculum. Qualitative methods were used in a varied and tailored way for each setting and group of people and included Participatory Action Research and group work with young people, interview and group work with teachers, active participation in settings leading to fieldwork notes, and collection of textual information. Analysis involved careful examination of a wide variety of material, drawing on various methods of discourse analysis. The research material was analysed for the ways in which education made possible and placed limits on legislation, social practices, ways of speaking and ways of being. The assumption that adults must be in control of young people in education was found to be absolute and pervasive, stemming from societal ideas of young people, but also perpetuating them. This emerged throughout my research, from practices in mainstream school to ways of speaking available to adults and young people. Inclusion, while often spoken of in relation to equality and social justice, in practice is often conditional, and is re-positioned in this thesis as a form of control. School exclusion is often described in education as being expelled or suspended, but is repositioned in this research more generally as being excluded from learning and peers, and is argued as inherently problematic. Problematic, institutional, educational discourse is constructed as often placing limits on ways of speaking, such that critical reflection and action within secondary education becomes very difficult for adults and young people. Ways of speaking available to young people are examined and demonstrate that while education imposes particular ways of speaking and being, young people find opportunities to resist and reconstruct. Ways of being are examined, between adults and young people in educational settings, and an account of performance of resistance and compliance between young people and adults is developed. This research draws on a complex and multi disciplinary use of theory, literature, methodology and methods, and in doing so constructs an account of young people’s experiences in education that is based on a standpoint with young people. By grounding the research in the interests of young people, particularly those experiencing school exclusion, it challenges assumptions of dominance and control that have implications for education as a whole and all those operating within.

Σκοπός της έρευνας είναι η ανάδειξη στοιχείων και όψεων της υποκειμενικότητας των παιδιών πολιτισμικά διαφορετικών ομάδων σε μια χώρα υποδοχής, των κοινωνικών διαμεσολαβήσεων που τη διαμορφώνουν μέσω των υποκειμενοποιήσεων που συνεπάγονται, καθώς και των υποκειμενικών νοηματοδοτήσεων ως προς την εθνική καταγωγή και την προσωπικότητά τους. Επιπρόσθετο σκοπό αποτελεί η σύγκριση σε όλα τα πιο πάνω επίπεδα των αποτελεσμάτων σε δύο χώρες υποδοχής μεταναστών, την Ελλάδα και την Κύπρο. / The aim of the study is to investigate and to define subjectivity aspects of children from culturally different groups in a receiving country. The definition of subjectivity derives from the investigation of social mediations, subjectifications, and children’ s subjective opinions for their national and personal orientation. An additional aim is to compare the results of the study in two immigrant receiving countries, Greece and Cyprus.

In this qualitative study the researcher explores the experiences of various caregivers at a day care centre for developmentally challenged children. This study also attempts to draw a distinction between the experiences of formal and informal caregivers’ experiences. The study is underpinned by two assumptions: 1) that in order to obtain a rich understanding of a phenomenon, the views and voices of a variety of individuals need to be considered and 2) that cultural values and practices play a significant role in the way individuals experience a certain phenomenon. The experiences of both formal and informal caregivers are documented using thematic analysis. An analysis of the participants’ global themes revealed that “education/learning/skills development” and “communication barriers” were common themes among both participant groups. Each participant group also expressed unique experiences such as “being a parent”, “becoming a foster parent” and “being useless as a professional-in-training”. Focal areas for further research are highlighted. / Clinical Psychology / M.A. (Clinical Psychology)

Text in English / The inception of psychology as a practicing profession in 1938 brought with it a continuing scientific struggle geared towards cementing its place as a value-adding health service in the form of psychotherapy. Concepts such as Empirically Supported Treatments (ESTs), Evidence Based Treatments (EBTs) and Evidence Based Practice in Psychology (EBPP) arose out of research attempts to scientifically prove the efficacy of psychological treatment versus psychiatric medications or versus no treatment. This focus on evidence in psychotherapy partly stems from, but also influences public policy in the form of practice and training mandates as well as government and insurance funding policies for psychotherapy. At present ESTs, EBTs and EBPP are the source of polarisation among psychologists who argue for either sides of this controversy, raising questions on a practical/policy level as well as an epistemological level. This thesis differentiates between ESTs, EBTs and EBPP as well as the Common Factors approach and continues to critically investigate the advantages, practical/policy implications and epistemological critiques against these approaches. Some of the identified shortfalls resulting from unwarranted epistemological (empirical) assumptions are addressed by proposing a social constructionist model of therapeutic factors based on social constructionist- and eco-systemic theories. The proposed model allows therapists to employ EBT’s in conjunction with various other (excluded) approaches that are available in their arsenal of treatments. Clinical case studies are used to illustrate the model’s practical operation in therapeutic contexts. / Psychology / Ph.D. (Psychology)

Made available in DSpace on 2016-04-04T18:30:00Z (GMT). No. of bitstreams: 1 Raquel Pondian Tizzei.pdf: 1254296 bytes, checksum: 821b78893d656def50b7f139df412f8f (MD5) Previous issue date: 2014-02-10 / Universidade Estadual Paulista J?lio de Mesquita Filho / This study attempted to reflect on the training of psychologists based on the Brazilian reality and, more specifically, on the Curriculum Emphases and profile of psychology courses in the Metropolitan Region of Campinas. Starting from an inquiry into the quality of training of the psychologist in a capitalist context, as such, has transformed education into a commodity to be consumed by many people. Initially, an explanation was made on educational policies governing higher education in a capitalist context that transforms education into a commodity to be consumed. Later on, we point out significant landmarks on the training of psychologists and school psychology focusing primarily on transformations involving policies related to curriculum structuring, as the Curriculum Minimum of the National Curriculum Guidelines. This work also is based on assumptions of Critical Psychology and Marxism as a way to analyze the social reality and therefore also training. We consider this important study because it has been increasing the number of private higher education institutions to the detriment of the public forming psychologists in Brazil. In the Metropolitan Region of Campinas, there are 7 of them, all being private, and this fact has considerably impacting the demand of incoming students as well as graduates. Thus, this study aimed to understand and analyze the training of school psychologists from the curricular changes presented in Pedagogical Projects Course. Used as the basis for the research method the Historical and Dialectical Materialism to realize that the quest for understanding the essence of this phenomenon is determined by historical issues of Brazilian reality. Dialectics is the movement that allows the researcher a view from the contradictions of this reality and, therefore, is another look at the research in Psychology. Also we base this work on Qualitative Research presented by Critical Psychology that does not disregard the quantitative analysis of the formation, but this involves a process of knowledge. To this, 4 were considered institutions of Campinas Metropolitan Region which allowed access to the reading of the Pedagogical Projects Course and the interview with the coordinators responsible for them. Our analysis showed the predominance of at least one of the emphases of the course in health institutions in all and only one of them in education. We also identified that the choice of emphasis is given by the greatest possibility of student employability of newly formed psychology and at the same time, greater integration in this field or area of expertise demands higher inflow of students in psychology course these institutions. / Este trabalho procurou fazer uma reflex?o sobre a forma??o do psic?logo partindo da realidade brasileira e, mais especificamente, sobre as ?nfases Curriculares e o perfil dos cursos de Psicologia na Regi?o Metropolitana de Campinas. Partiu-se de um questionamento acerca da qualidade da forma??o do psic?logo num contexto capitalista que, como tal, tem transformado a educa??o numa mercadoria a ser consumida por muitas pessoas. Inicialmente, foi feita uma explana??o sobre as pol?ticas educacionais que regem a educa??o superior num contexto capitalista, que transforma a educa??o num bem a ser consumido. Posteriormente, apontamos marcos significativos sobre a forma??o do psic?logo e a Psicologia Escolar enfocando, principalmente, nas transforma??es que envolveram as pol?ticas referentes ?s estrutura??es curriculares, como o Curr?culo M?nimo de as Diretrizes Curriculares Nacionais. Este trabalho se fundamenta ainda em pressupostos da Psicologia Cr?tica e do Marxismo como forma de an?lise da realidade social e, portanto, tamb?m da forma??o. Consideramos este estudo importante, pois vem sendo crescente o n?mero de Institui??es de Ensino Superior privadas em detrimento das p?blicas que formam psic?logos no Brasil. Na Regi?o Metropolitana de Campinas, existem 7 delas, sendo todas privadas, e esse fato vem impactando consideravelmente a demanda de estudantes ingressantes bem como de profissionais formados. Dessa forma, este trabalho teve por objetivo compreender e analisar a forma??o de psic?logos escolares a partir das mudan?as curriculares apresentadas nos Projetos Pedag?gicos de Curso. Utilizamos como fundamento para o m?todo de pesquisa o Materialismo Hist?rico e Dial?tico por compreender que a bu ca pela compreens?o da ess?ncia deste fen?meno ? determinada por quest?es hist?ricas da realidade brasileira. A dial?tica ? o movimento que permite ao pesquisador um olhar a partir das contradi??es dessa realidade e que, portanto, ? um outro olhar para a pesquisa em Psicologia. Fundamentamos tamb?m este trabalho na Pesquisa Qualitativa apresentada pela Psicologia Cr?tica que n?o desconsidera a an?lise quantitativa da forma??o, mas a envolve nesse processo de conhecimento. Para isso, foram consideradas 4 institui??es da Regi?o Metropolitana de Campinas que permitiram o acesso ? leitura dos Projetos Pedag?gicos de Curso e a entrevista com os coordenadores respons?veis por eles. Nossa an?lise apontou a predomin?ncia de pelo menos uma das ?nfases do curso na ?rea da sa?de em todas as institui??es e apenas uma delas na educa??o. Identificamos tamb?m que a escolha das ?nfases se d? pela maior possibilidade de inser??o profissional do estudante de psicologia rec?m formado e que, ao mesmo tempo, a maior inser??o neste campo ou ?rea de atua??o demanda maior ingresso dos estudantes no curso de Psicologia dessas institui??es.