Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-12-18T11:49:40Z No. of bitstreams: 1 DouglasLeitePiassonDissertacao2017.pdf: 1743875 bytes, checksum: 38b689522f14efacaf96affdf13426af (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-12-18T11:49:48Z (GMT) No. of bitstreams: 1 DouglasLeitePiassonDissertacao2017.pdf: 1743875 bytes, checksum: 38b689522f14efacaf96affdf13426af (MD5) / Made available in DSpace on 2017-12-18T11:49:48Z (GMT). No. of bitstreams: 1 DouglasLeitePiassonDissertacao2017.pdf: 1743875 bytes, checksum: 38b689522f14efacaf96affdf13426af (MD5) Previous issue date: 2017-11-10 / The subject of this study refers to the religious sense in the university professional formation of the Brazilian psychologist. Since its regulation as a profession, Psychology has been directing efforts to train and train qualified professionals to work in the various areas of the psychological field. This concern emerges, mainly, from the 70s, due to the economic and political scenario experienced in the country. Among the contemporary demands that are present in this complex professional scenario, more and more have sought to understand those who enjoy the psychological services from the perspective of the integrality of the person, requiring the psychologist a qualification consistent with this reality. In this context, it reemerges the theme of religious sense, a theme present since the beginning of Psychology, but silenced during consecutive decades throughout much of the twentieth century, and which is increasingly gaining the current scenario of productions in the area. However, it is still a field full of challenges and lacking in advances, especially with regard to the training of professionals in this area in order to enable a more appropriate and committed action with the socio-cultural reality where it is inserted. Given the importance of religiosity for the Brazilian population, and this dimension being necessary for the training of professionals qualified to act in a competent, sensitive and ethical manner, this dissertation had the general objective to investigate "if", "how much" and "how" the theme of the religious sense has been approached in undergraduate curricula in psychology in Brazil. For this, a methodological stance of mixed research was adopted, employing documentary research techniques as the main research resource, focusing on the analysis of undergraduate curricula in psychology of Brazilian universities. It was verified that the subject has been approached in the Brazilian universities, being present in about 20% of the analyzed institutions, being mostly universities located in the Southeast region, private for-profit institutions and Catholic confessional vote. The general analysis of the disciplines points to the predominance of theoretical disciplines, assuming a compulsory character, when in institutions with confessional vote and optional character in the universities without explicit confessional vote, with a workload of 60 hours, distributed in 4 credits and offered in the first half of the psychology course. As for the disciplines that come specifically from psychology, they have an optional character and have been more frequently named Psychology of Religion, despite the identification of a rich diversity of names, more emphatically addressing conceptual and historical aspects in their contents, having as main focus of study the concept of Religious Experience. It discusses the importance of the resumption of the theme in the spaces of professional training of the psychologist, proposing the insertion of specific disciplines that deal with the subject in the undergraduate from the interlocution between theory and practice in the field. / O tema deste estudo refere-se ao senso religioso na forma????o profissional universit??ria do psic??logo brasileiro. Desde sua regula????o como profiss??o, a Psicologia vem direcionando esfor??os para formar e capacitar profissionais qualificados para atuar nas diversas ??reas do campo psicol??gico. Esta preocupa????o emerge, principalmente, a partir dos anos 70, devido ao cen??rio econ??mico e pol??tico vivenciado no pa??s. Dentre as demandas contempor??neas que se apresentam neste complexo cen??rio profissional, cada vez mais tem se buscado a compreens??o daqueles que usufruem dos servi??os psicol??gicos a partir da ??tica da integralidade da pessoa, exigindo por parte do psic??logo uma capacita????o condizente com esta realidade. Neste contexto, reemerge a tem??tica do senso religioso, tema presente desde os prim??rdios da Psicologia, mas silenciado durante d??cadas consecutivas ao longo de boa parte do s??culo XX, e que cada vez mais vem ganhando o cen??rio atual das produ????es na ??rea. Entretanto, configura-se ainda um campo pleno de desafios e carecendo de avan??os, especialmente no que tange ?? forma????o do profissional nesta ??rea, de modo a possibilitar uma atua????o mais condizente e comprometida com a realidade sociocultural onde est?? inserido. Dada a import??ncia da religiosidade para a popula????o brasileira, e sendo esta dimens??o necess??ria para a forma????o de profissionais capacitados para atuarem de forma competente, sens??vel e ??tica, esta disserta????o teve por objetivo geral investigar ???se???, ???o quanto??? e ???como??? o tema do senso religioso tem sido abordado nos curr??culos universit??rios de gradua????o em psicologia no Brasil. Para isto, adotou-se uma postura metodol??gica de pesquisa mista, empregando t??cnicas da pesquisa documental como principal recurso de investiga????o, debru??ando sobre as an??lises dos curr??culos de gradua????o em psicologia das universidades brasileiras. Constatou-se que o tema tem sido abordado nas universidades brasileiras, estando presente em cerca de 20% das institui????es analisadas, sendo em sua maioria universidades localizadas na regi??o Sudeste, em institui????es privadas com fins lucrativos e de voto confessional cat??lico. A an??lise geral das disciplinas aponta para a predomin??ncia de disciplinas de cunho te??rico, assumindo um car??ter obrigat??rio, quando em institui????es confessionais e optativo nas universidades sem voto confessional expl??cito, com carga hor??ria de 60 horas, distribu??das em 4 cr??ditos e ofertadas na primeira metade do curso de psicologia. Quanto ??s disciplinas advindas especificamente da psicologia, constata-se que possuem car??ter optativo e tem sido nomeadas de forma mais frequente como Psicologia da Religi??o, apesar da identifica????o de uma rica diversidade de nomes, abordando de forma mais enf??tica aspectos conceituais e hist??ricos em seus conte??dos, tendo como principal foco de estudo o conceito de Experi??ncia Religiosa. Discute-se a import??ncia da retomada do tema nos espa??os de forma????o profissional do psic??logo, propondo a inser????o de disciplinas espec??ficas que tratem do tema na gradua????o a partir da interlocu????o entre teoria e pr??tica no campo.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-20T19:09:36Z No. of bitstreams: 1 SarahRuthFerreiraFernandes_DISSERT.pdf: 1088849 bytes, checksum: fa05e7446abb322633c04bcce60eca08 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-21T19:57:31Z (GMT) No. of bitstreams: 1 SarahRuthFerreiraFernandes_DISSERT.pdf: 1088849 bytes, checksum: fa05e7446abb322633c04bcce60eca08 (MD5) / Made available in DSpace on 2017-03-21T19:57:31Z (GMT). No. of bitstreams: 1 SarahRuthFerreiraFernandes_DISSERT.pdf: 1088849 bytes, checksum: fa05e7446abb322633c04bcce60eca08 (MD5) Previous issue date: 2016-07-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Desde a regulamenta??o como profiss?o no Brasil, a forma??o em Psicologia se constr?i em torno da ideia de um curso generalista. A mudan?a de Curr?culo M?nimo para Diretrizes Curriculares Nacionais (DCN) abrangeu v?rios debates, a forma??o generalista permaneceu como um consenso, mas com novos sentidos. O objetivo deste trabalho foi investigar as concep??es e estrat?gias atuais de forma??o generalista nos cursos de Psicologia da cidade de Natal-RN. Foram analisados os Projetos Pedag?gicos de Curso (PPC), matrizes curriculares e entrevistas com os coordenadores dos cursos e docentes que participaram da cria??o do curr?culo. A pesquisa contou com quatro cursos participantes, sendo que tr?s forneceram seus PPCs e os quatro participaram por meio de entrevistas. Os dados foram agrupados em categorias criadas a posteriori. Foi constatado um discurso uniforme em torno da defesa de uma forma??o generalista. Os curr?culos s?o conteudistas, mostram uma predomin?ncia da ?rea cl?nica e pouca ?nfase no estudo de fundamentos filos?ficos e hist?ricos, relacionam forma??o generalista a um curr?culo diversificado nas teorias e campos de atua??o profissional, buscando uma integra??o de disciplinas por meio de atividades e experi?ncias pr?ticas. Relacionam pesquisa e integra??o curricular, mas os incentivos na maioria dos cursos s?o parcos. O discurso de compet?ncias est? presente, ainda que se tenha pouca clareza sobre sua concretiza??o. Os cursos comparam ?nfases curriculares ? ?reas da Psicologia, o que torna o termo controverso, revelando uma compreens?o dicot?mica entre forma??o generalista e especialista. Assim, a predomin?ncia de um conteudismo voltado para a pr?tica profissional tem separado teoria e pr?tica e obscurecido uma concep??o cr?tica de forma??o como forma??o humana, filos?fica, hist?rica e cient?fica. / Since its regulation as a profession in Brazil, training in Psychology has been built over the idea of a generalist course. The change from Minimum Curriculum to National Curricular Guidelines (NCG) included a series of discussions and generalist training remained a consensus, but with new meanings. The objective of this study was to investigate the concepts and current strategies on generalist training in psychology courses in the city of Natal-RN. Therefore, we analyzed the Pedagogical Projects of the Courses (PPCs) and conducted interviews with coordinators and professors who participated in the creation of the curriculum. The research included four participating courses, of which three provided their PPCs and the four courses participated in interviews. Data was grouped into categories created a posteriori. We noticed a uniform discourse around the defense of a generalist training. The curricula are conteudists, show predominance of the clinical area and have little emphasis on the study of philosophical and historical foundations, generalist training is related to a diverse curriculum in theories and professional fields, seeking for integration of disciplines through activities and varied practical experience. The courses connect research and curriculum integration, but the incentives in most courses are meager. The competencies discourse is present, although it has not clarity about how to implement it. The courses compare curricular emphases with areas of psychology, which makes the term controversial, revealing a dichotomous understanding between generalist and specialist training. Thus, the predominance of a conteudism related to a professional training have generated a separation between theory and practice and obscures the critical conception of generalist training as a human, philosophical, historical and scientific formation.

Made available in DSpace on 2014-12-17T15:37:17Z (GMT). No. of bitstreams: 1 AdrianaRND_DISSERT.pdf: 713690 bytes, checksum: ca467a19eb78dae3f557a5472c391b58 (MD5) Previous issue date: 2013-03-13 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / Phenomenology is the focus of this study for its critique of the limits of positivist science, which guides most of the fields of study including Psychology. The clinical formation process in Psychology courses is especially difficult for students-interns who adopt phenomenology as their clinical framework. Such difficulty is due to the incompatibility between theory provided in Psychology courses a science traditionally based on paradigms of scientism , and the theoretical-methodological proposal adopted by the aforementioned approach. As a backdrop for our study, we carefully examined the thought of philosopher Martin Heidegger, especially the Era of Technique. This contemporary technicism society was studied so that we could understand the socio-cultural status where this formation lies. Thus, we questioned if this panorama upon which Clinical Psychology rests favors the development of a phenomenological attitude and a special look at the meanings of existence, as defined in phenomenological clinical practice. Knowing such limits, our research aimed at understanding the experience of formation of clinical psychologists who take part in internships in the field of phenomenology-existentialism. Such study was, then, a phenomenological-hermeneutic research based on Heideggerian ontology and used a semi-structured interview as access tool. Six students of the UFRN higher-degree Psychology course who were doing their supervised internship in clinical psychology and the referred approach took part in this research. The research revealed that the phenomenological-existential formation phase opens a door to discoveries on the part of the intern that transcend the dimension of the other, for they show a self disclosure while a person in the word. Despite the initial discomforts caused by the course curriculum itself and by the freedom for clinical practice, so characteristic of phenomenology, the narratives demonstrate that such difficulties may start a process of search for new meanings, which show a search for sharpening their practices and for a path in balance with the existence of the other / No presente estudo, a Fenomenologia ? destacada pela dimens?o de sua cr?tica aos limites da ci?ncia positivista, ci?ncia esta que rege a grande maioria das ?reas do conhecimento, abrangendo, inclusive, a pr?pria Psicologia. No que se refere ao processo de forma??o cl?nica no curso de Psicologia, existe uma dificuldade peculiar por parte dos estudantes-estagi?rios que adotam a fenomenologia como referencial cl?nico. Tal dificuldade se deve ? incompatibilidade entre o aporte te?rico advindo do curso de Psicologia, ci?ncia esta pautada, tradicionalmente, em paradigmas cientificistas, e a proposta te?rico-metodol?gica adotada pela abordagem supracitada. Como pano de fundo desse cen?rio, buscamos um aprofundamento no pensamento do fil?sofo Martin Heidegger, principalmente no que se refere ? Era da T?cnica. Esta sociedade tecnicista e contempor?nea foi abordada para que pud?ssemos entender o cen?rio s?cio-cultural em que esta forma??o est? inserida. Diante disso, questionamos se esse panorama no qual a Psicologia Cl?nica repousa favorece o desenvolvimento de uma atitude fenomenol?gica e de um olhar diferenciado para os sentidos da exist?ncia, tal como ? pensado na cl?nica fenomenol?gica. Reconhecendo esses limites, tivemos como objetivo de pesquisa compreender a experi?ncia de forma??o de psic?logos cl?nicos que desenvolvem est?gio na perspectiva fenomenol?gico-existencial. Tal estudo se configurou, portanto, como uma pesquisa fenomenol?gico-hermen?utica, baseada na ontologia heideggeriana, e utilizou como instrumento de acesso ? experi?ncia a entrevista semiestruturada. Os participantes desta pesquisa foram seis estagi?rios do curso de Psicologia da UFRN que estavam desenvolvendo est?gio supervisionado em psicologia cl?nica na abordagem referenciada. A pesquisa revelou que a etapa de forma??o fenomenol?gico-existencial abre uma possibilidade de descobertas por parte do estudante estagi?rio que transcendem a dimens?o do outro, pois refletem um auto desvelamento enquanto pessoa lan?ada no mundo. Embora com os desconfortos iniciais pelo pr?prio formato do curr?culo do curso e pela liberdade de atua??o cl?nica, caracter?stica da fenomenologia, as narrativas demonstraram que tais dificuldades s?o capazes de instaurar um processo de busca por novos sentidos, sentidos esses que refletem uma busca por uma afina??o de suas pr?ticas e um trilhar de caminhos no compasso com a exist?ncia do outro

Made available in DSpace on 2014-12-17T15:38:33Z (GMT). No. of bitstreams: 1 JoaoPSM_TESE.pdf: 2312061 bytes, checksum: f75239692454af5d83589357a6c79f17 (MD5) Previous issue date: 2011-06-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / It is intended to problematize forms of participation and political action of psychologists toward mental health policy in Piau?. The study was motivated through challenges faced by the local Psychiatric Reform movement, and the one underway in the country, which needs support technical-assistence and sociopolitical to guarantee accomplishments and to move on with the complete reversion of the asylum to psychosocial model. The method was based on institutional analysis and counted with three insertion moments for the field research: a) to identify historical and political events that configure the local Psychiatric Reform (documental research/oral memory) and to identify psychologists that act in Mental Health; b) to realize participant observation and semi-structured interview with 33 psychologists which act in Mental Health in Teresina; c) to follow the sociopolitical contexts/events of the local Psychiatric Reform (participant observation and conversation circles). The data were analyzed considering four discussion axes, achieved through categorization of the collected material: 1) ways of professional insertion of psychologists in mental health; 2) knowledge and practices used to act in this work context of the profession; 3) political professional movements of workers of the reformist local process; 4) political action of psychologists toward the course of Piau? mental health policy. We concluded identifying that the participation of psychologists in Piau? mental health finds strength by the conduction of its macro and micropolitical professional action. The first one follows oriented by the lemma of social commitment, despite this movement doesn t have equivalence in the transformation of practices and political-professional postures of psychologists in the daily of services. The second is constituted in the every day of work, standing to the political action of the profession implicated with the preservation of the classic modus operandi of being psychologist. Therefore, it is about the actions that give little sustainability technicalassistance to the Psychiatric Reform underway in the State, and why not say in the country / Esse estudo objetivou problematizar as formas de participa??o e a??o pol?tica dos psic?logos frente ? Pol?tica de Sa?de Mental o Piau?. Foi motivado pelos desafios postos ao processo de Reforma Psiqui?trica local e nacional, a qual necessita de ustenta??o t?cnico-assistencial e sociopol?tica para garantir as conquistas e seguir na revers?o do modelo manicomial para o psicossocial. Metodologicamente trabalhou-se na perspectiva da an?lise institucional. A pesquisa de campo foi estruturada em tr?s momentos visando: a) identificar os eventos hist?ricos e pol?ticos que configuraram a Reforma Psiqui?trica local (pesquisa documental/mem?ria oral) e identificar os psic?logos que atuam na Sa?de Mental; b) realizar observa??o participante e entrevista semi-estruturada com 33 psic?logos que atuam na Sa?de Mental em Teresina; c) acompanhar os contextos/eventos sociopol?ticos do processo de Reforma Psiqui?trica local (observa??o participante e rodas de conversa). Os dados foram analisados considerando quatro eixos de discuss?o, alcan?ados a partir da categoriza??o do material coletado: 1) modos de inser??o profissional dos psic?logos na sa?de mental; 2) saberes e pr?ticas profissionais utilizados para atuar nesse contexto de trabalho; 3) movimenta??es pol?tico-profissionais dos trabalhadores do processo reformista local; 4) a??o pol?tica dos psic?logos frente aos rumos da pol?tica de sa?de mental piauiense. Identificou-se que a participa??o dos psic?logos na sa?de mental piauiense pode ser caracterizada nos n?veis macro e micropol?tico. O primeiro segue orientado pelo lema do compromisso social, apesar desse movimento n?o ter equival?ncia na transforma??o das pr?ticas e posturas pol?ticoprofissionais dos psic?logos nos servi?os. O segundo constitui-se na micropol?tica cotidiana do trabalho, cuja a??o pol?tica se apresenta implicada com a preserva??o do modus operandi cl?ssico de ser psic?logo. Portanto, trata-se de a??es que d?o pouca sustentabilidade t?cnicaassistencial e sociopol?tica ? Reforma Psiqui?trica e ? luta antimanicomial

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

Made available in DSpace on 2014-12-17T15:39:01Z (GMT). No. of bitstreams: 1 FellipeCL_DISSERT.pdf: 1453762 bytes, checksum: f47fe7954b54ab31426325a0b86fea0a (MD5) Previous issue date: 2013-02-04 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research has aimed to analyze the presence of the Work and Organizational Psychology (WOP) at the psychologist s undergraduate education after 2004 s National Curricular Guidelines in Brazil. It has investigated in 43 Brazilian undergraduate courses of Psychology how their Course Pedagogical Projects (CPPs) approach the WOP issues. For that investigation, the CPPs, the subjects programmes related to the WOP and the curriculum grid have been accurately read and analyzed. Categories created by similar studies have also been used. The studied knowledge field has been cited by 41 courses, mainly on the definition of the egress s professional profile, on the expected competences and on the psychologist s formation process lines. Moreover, 28 courses have disposed curricular emphasis on the WOP and 12 have provided professional practices on that Psychology s field. All the courses have displayed, at least, one subject related to the WOP and in 29 cases there have been found between two and six subjects concerned to that field of Psychology, occupying nearby 10% of the whole courses credit hours. It has been verified that the Work and Organizational Psychology is allied to discussions about Quality of Life and Health of the Worker, bonded to work prescriptions at the Personnel Management departments and in other places such as syndicates. Additionally, 37% (147) of the WOP s subjects concerns to the contents of the Work Psychology, 21% (81) relates to the Organizational Psychology, 18% (71) are about Industrial Psychology s topics and 14% (55) debates the field generically. The most often issues are: Recruitment and Selection (25 courses); Training, Development, Learning and Education (24); and Work and Mental Health (24). Those topics have assumed three functions: providing principles for the acting at the WOP field; tutoring psychologists to analyze their own workplaces; and offering a comprehension of the human being mediated by the Work. It has been concluded that the WOP is incorporated on the psychologist s undergraduate education by considering the increasing of its presence and the occurrence of its traditional and emergent topics / A pesquisa objetivou analisar a presen?a da Psicologia do Trabalho e das Organiza??es (PT&O) na forma??o graduada do psic?logo ap?s as Diretrizes Curriculares Nacionais de 2004. Investigou-se em 43 cursos de Psicologia do Brasil como os seus Projetos Pedag?gicos de Curso (PPC) contemplavam a PT&O, a partir da leitura exaustiva do PPC e das ementas das disciplinas relacionadas ? PT&O, al?m da an?lise da matriz curricular e do uso de categorias criadas em estudos semelhantes a este. O campo foi citado por 41 cursos, principalmente, na defini??o do perfil do egresso, nas compet?ncias esperadas e no processo de forma??o de psic?logos; 28 cursos possu?am ?nfase curricular em PT&O e em 12 casos havia presen?a de pr?ticas profissionais em PT&O. Todos os cursos apresentaram ao menos uma disciplina no campo e em 29 casos havia entre duas e seis disciplinas, ocupando uma m?dia de 10% da carga hor?ria total do curso. Constatou-se que a PT&O ? vinculada ?s discuss?es de qualidade de vida e sa?de do trabalhador, agregadas ?s prescri??es de trabalho nos setores de Gest?o de Pessoas, e em outros locais, como sindicatos. Ainda, 37% (147) das disciplinas de PT&O versam sobre temas da Psicologia do Trabalho, 21% (81) tratam da Psicologia Organizacional, 18% (71) de assuntos da Psicologia Industrial e 14% (55) tratam de debates gen?ricos sobre o campo. Os temas mais frequentes foram: recrutamento e sele??o (25 cursos), treinamento, desenvolvimento, aprendizagem e educa??o (24) e trabalho e sa?de mental (24). Esses conte?dos assumiram tr?s fun??es: fornecer princ?pios para atua??o no campo, capacitar psic?logos a analisarem seus contextos de trabalho e oferecer uma compreens?o do ser humano mediada pelo trabalho. Concluiu-se que a PT&O est? consolidada na forma??o do psic?logo, pelo ganho gradual de espa?o e pela contempla??o de temas tradicionais e emergentes

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T21:05:23Z No. of bitstreams: 1 DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T20:48:03Z (GMT) No. of bitstreams: 1 DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) / Made available in DSpace on 2017-11-24T20:48:03Z (GMT). No. of bitstreams: 1 DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) Previous issue date: 2017-07-17 / Objetiva-se analisar as representa??es sociais sobre o psic?logo para os estudantes de Psicologia da Universidade Federal de Alagoas/Unidade Educacional de Palmeira dos ?ndios. Tem como cen?rio o atual contexto de expans?o da Psicologia no que tange ? diversifica??o de pr?ticas e de p?blicos e a expans?o das universidades p?blicas federais, o que ampliou notadamente a inser??o de estudantes de diferentes regi?es nessas institui??es. Com fundamento te?rico-metodol?gico na Teoria das Representa??es Sociais, trata-se de um estudo que analisa as representa??es sociais em um contexto de forma??o profissional, o que implica enfocar os movimentos representacionais, as rela??es dial?gicas e tensionamentos entre os saberes, al?m de sua s?cio g?nese (MARKOV?, 2006; MOSCOVICI, 2005; WAGNER, 2000). Assim, parte-se de uma epistemologia dial?gica de representa??es sociais, que s?o compreendidas como um conhecimento social formado a partir da dialogicidade, da din?mica e da historicidade (MARKOV?, 2006). Diante disso, o estudo est? ancorado nas diretrizes da pesquisa qualitativa e contou com a reuni?o de tr?s procedimentos metodol?gicos: a an?lise documental, a T?cnica de Associa??o Livre de Palavras e o grupo focal. O primeiro dedicou-se ? an?lise do Projeto Pedag?gico do referido curso atrav?s da estrat?gia descrita em Seixas et al. (2013). J? o segundo, foi realizado com 169 estudantes distribu?dos pelos cinco anos de Psicologia, o que corresponde ?s cinco turmas devido ao ingresso no curso ser anual. Os participantes evocaram palavras a partir da audi??o do termo ?psic?logo?, sendo tais evoca??es analisadas por meio da t?cnica de an?lise de conte?do do tipo tem?tica (BARDIN, 2004). O grupo focal, por seu turno, teve a participa??o de doze discentes de todas as turmas do curso ao longo de cinco encontros. Tais momentos foram videogravados e as conversa??es transcritas e analisadas atrav?s da t?cnica de an?lise de conte?do, com foco na unidade de registro do tipo referente (BARDIN, 2004). Os resultados foram analisados de modo complementar e integrado e sinalizaram uma representa??o social sobre o psic?logo centrada no desenho cl?nico tradicional, por?m, o processo formativo em que est?o imersos os estudantes, com tensionamentos de saberes e com o contexto de forma??o em Psicologia no interior vem propiciando abertura ? presen?a de outros tra?os a esse desenho, provocando movimenta??es nas representa??es em tela. Desse modo, conclui-se com o destaque ? necess?ria compreens?o de que o processo formativo tem um car?ter polif?sico, no sentido das rela??es entre saberes distintos, o que deve ser observado e colocado em di?logo ao longo da forma??o. / The objective of this study is to analyze the social representations of the psychologist for the Psychology students of the Federal University of Alagoas / Educational Unit of Palmeira dos ?ndios. It has as a scenario the current context of expansion of Psychology regarding the diversification of practice, public and the expansion of federal public universities, which significantly increased the insertion of students from different regions in these institutions. With a theoretical-methodological foundation in the Theory of Social Representations, it is a study that analyzes the social representations in a context of professional formation, which implies to focus on the representational movements, the dialogical relations and tensions between the knowledge, besides it?s sociogenesis (Markova, 2006; Moscovic, 2005; Wagner, 2000). Thus, it starts from a dialogical epistemology of social representations, which are understood as a social knowledge formed from dialogicity, dynamics and historicity (MARKOV?, 2006). Therefore, the study is anchored in the guidelines of the qualitative research and counted with the union of three methodological procedures: the documentary analysis, the Free Word Association Technique and the focus group. The first one was dedicated to the analysis of the Pedagogical Project of the course mentioned through the strategy described in Seixas et al. (2013). The second one was carried out with 169 students distributed over the five years of Psychology, which corresponds to the five classes due to the enrollment in the course to be annual. The participants evoked words from the hearing of the term "psychologist", and such evocations were analyzed through the content analysis technique of the thematic type (BARDIN, 2004). The focus group, in turn, had the participation of twelve students from all classes of the course over five meetings. These moments were videotaped and the conversations transcribed and analyzed through the technique of content analysis, focusing on the unit of record of the referent type (BARDIN, 2004). The results were analyzed in a complementary and integrated way and signaled a social representation about the psychologist focused on the traditional clinical design, however the formative process in which the students are immersed, with tensions of knowledge and with the context of formation in Psychology in the interior has been propitiating opening to the presence of other traces to this drawing, provoking movements in the screen representations. In this way, it concluded with the emphasis on the necessary understanding that the formative process has a polyphasic character, in the sense of the relations between distinct knowledges, which must be observed and placed in dialogue throughout the formation.

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 2014-12-17T15:38:59Z (GMT). No. of bitstreams: 1 RosaAMC.pdf: 440716 bytes, checksum: 84a51f5a3e72b8b3414424b5c0e312dd (MD5) Previous issue date: 2006-05-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / School psychology can be considered a growing professional field in Brazil, in spite of the difficulties concerning both the role of the psychologists in the schools and the restrictions of the labor market. Professional training is one of the most problems faced by the area. The present study is an attempt to investigate the conceptions of school psychology and the practice of the school psychologists inside de educational agencies, from the point of view of the professional training, expressed by curricular supervised training. The reason for this choice was the important role played by supervised training in the process of professional training. To carry out this study, supervised training reports written in the 1980s and the 1990s used in the student evaluation process were examined. As the main results, we point out the co-existence during the 1980-decade of two models of psychological practice: the clinical and the educational, with the dominance of the first one. During the 1990-decade, we can observe the co-existence of the same models with the dominance (but not the hegemony) of the educational model, as shown by the activities of the students. In the 1980s, for instance, the most common activities were observation of the children (45.9%), teachers guidance (40.5%) and psychodiagnostic (37.8%). In the 1990s, the main activities were participation in staff briefings (66.6%), parents guidance (58.0%), teachers guidance (50.0%) and students counseling (41.6%). Aspects related to the importance of professional training - represented by curricular supervised training - to the professional practice are discussed / A Psicologia Escolar, apesar de apresentar dificuldades, principalmente relacionadas ao papel que deve ser desempenhado por seus profissionais nas institui??es educativas e ? inser??o dos mesmos no mercado de trabalho, ? uma ?rea em crescimento. A forma??o acad?mica, al?m de outras inst?ncias, desempenha um importante papel nos problemas enfrentados pela Psicologia Escolar. Este trabalho constitui-se em uma investiga??o das concep??es de Psicologia Escolar e da pr?tica nas institui??es educativas, sob o ponto de vista da forma??o acad?mica, representada pelo est?gio curricular supervisionado. O est?gio curricular supervisionado foi escolhido por ser uma etapa representativa dentro do processo da forma??o. Para realizar este estudo, analisamos os relat?rios de est?gio, documentos elaborados ao final do est?gio como requisito para aprova??o nesta atividade curricular, das d?cadas de 1980 e 1990. Como resultados principais, destacamos a coexist?ncia, durante a d?cada de 1980, de dois modelos de atua??o psicol?gica comuns no meio educativo, o modelo cl?nico e o educacional, com a predomin?ncia do primeiro modelo. Durante a d?cada de 1990, ocorre essa mesma coexist?ncia, por?m a predomin?ncia passa a ser do modelo educacional. Percebemos que este ?ltimo assume a posi??o de mais adequado, mas n?o consegue a consolida??o. As atividades praticadas pelos estagi?rios evidenciam essa mescla entre os dois principais modelos de atua??o. Na d?cada de 1980, por exemplo, as atividades mais comuns foram a observa??o das crian?as (45,9%), a orienta??o de professores (40,5%) e o psicodiagn?stico (37,8%), enquanto que em 1990, as atividades mais praticadas foram a participa??o em reuni?es com equipe t?cnica (66,6 %), a orienta??o de pais (58,0 %), a orienta??o de professores (50,0 %) e o atendimento individualizado com alunos (41,6 %). As conclus?es voltam-se para uma forma??o acad?mica, representada pelo est?gio curricular supervisionado, em sintonia com o exerc?cio profissional

Made available in DSpace on 2014-12-17T15:39:04Z (GMT). No. of bitstreams: 1 AndressaMO_DISSERT.pdf: 496864 bytes, checksum: 8aeadc642d4848ec83bc437bd672cdfb (MD5) Previous issue date: 2013-08-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic r?sum?s). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students / A gradua??o em Psicologia tem sido, historicamente, apontada como deficit?ria em aspectos relacionados ? forma??o cr?tica e integra??o entre teoria e pr?tica. Nesse sentido, a forma??o cient?fica ? indicada como uma possibilidade para suprir essas lacunas. Dessa forma, este trabalho investigou como acontece a forma??o dos alunos de Psicologia bolsistas do PIBIC/CNPq, iniciativa estrat?gica para a forma??o inicial em pesquisa na gradua??o. Foram enviados question?rios eletr?nicos para todos os bolsistas em Psicologia do Brasil (622, 104 responderam), com quest?es sobre atividades desenvolvidas, orienta??o, avalia??o sobre o programa, entre outras. Investigou-se tamb?m a produ??o acad?mico-cient?fica, por meio de consulta aos curr?culos Lattes dos respondentes. A maioria dos participantes (70%) afirmou que a principal motiva??o para entrar no programa foi o interesse na pesquisa ou na carreira acad?mica. 60% dos bolsistas exerceram atividade como volunt?rios antes de serem contemplados com a bolsa. Dos respondentes, 65,4% s?o de fato acompanhados diretamente pelo orientador e 80% t?m orienta??es uma ou mais vezes a cada 15 dias. Identificou-se que os bolsistas de Psicologia n?o participam de todas as atividades da pesquisa e que a proximidade com o orientador est? relacionada ? realiza??o de tarefas que favorecem a forma??o cr?tico-reflexiva do aluno. Por fim, menos de 25% dos alunos publicaram artigos ou cap?tulos de livros, demonstrando poss?vel exclus?o do aluno dessa fase. No geral, os bolsistas avaliam positivamente o programa, acreditando que esse contribui para sua forma??o acad?mica e profissional. Diante disso, assinala-se o potencial do PIBIC para a forma??o de psic?logos mais cr?ticos e capazes de propor inova??es e pr?ticas contextualizadas. Contudo, resultados obtidos em programas como esse denunciam a desqualifica??o da forma??o que a maior parte dos alunos, n?o bolsistas, recebem. IX Assim, ressalta-se que deve haver maior investimento para melhoria do ensino de gradua??o e n?o apenas para programas que atingem poucos alunos