Made available in DSpace on 2014-12-17T15:38:59Z (GMT). No. of bitstreams: 1 ClarissaAS_DISSERT.pdf: 1213205 bytes, checksum: 137c3ca967c1fdd3b82027d8535da749 (MD5) Previous issue date: 2012-04-13 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This research aimed to investigate the place of social policies in Psychology undergraduate programs from Piau?/Brazil. A documental study was done by analysing the Projeto Pedag?gico de Curso (PPC) from five universities. Also, interviews were conducted, for each program, with a coordinator and a professor who teaches subjects related to social policies. The main results indicates that the Psychology undergraduate programs in Piau? are recent, created between the late 1990s and early 2000s, when professionals in this area were in demand. The social policies appear in PPC related to student profile; curricula emphasis, subjects and internships; albeit in a peripheral condition. Furthermore, disconnection between proposed profile and the curriculum; fragmentation and insufficient content about social policies; and predominance of clinical area were perceived in these institutions. It is noteworthy that health policies stand out in PPC while social assistance policy or other social policies were poorly mentioned. Therefore, the place of social policies must be reviewed in Psychology undergraduate programs from Piau? in order to include other social policies and improve the subjects articulation, assuming a central, critical and policy perspective / O crescimento do n?mero de psic?logos inseridos nas pol?ticas sociais e a recente implanta??o das Diretrizes Curriculares estimulam o debate sobre a forma??o voltada para esse campo. As dificuldades j? constatadas em pesquisas sobre a atua??o nesse contexto e as queixas dos profissionais a respeito das defici?ncias da forma??o colocam em evid?ncia a necessidade de discutir o lugar das pol?ticas sociais na forma??o do psic?logo. Assim, a presente pesquisa teve como objetivo investigar a presen?a das pol?ticas sociais na forma??o graduada do psic?logo no Piau?. Para tanto, realizou-se uma pesquisa documental atrav?s dos Projetos Pedag?gicos do Curso (PPC) em cinco cursos de gradua??o de Psicologia no Piau?. Tamb?m foram realizadas entrevistas, em cada curso, com um coordenador e um docente que ministra disciplinas relacionadas ?s pol?ticas sociais. Entre os dados constatados, destaca-se que os cursos de Psicologia do Piau? se caracterizam pela sua recenticidade, sendo criados entre o final dos anos 1990 e o in?cio dos anos 2000, com a justificativa de necessidade e demanda de profissional nessa ?rea. Evidenciou-se a presen?a das pol?ticas sociais nos PPC desde o perfil do egresso, nas ?nfases, disciplinas e est?gios, embora de maneira ainda perif?rica. Al?m disso, constatou-se a desarticula??o entre a proposta do perfil e a operacionaliza??o da matriz curricular, a fragmenta??o e insufici?ncia dos conte?dos direcionados ?s pol?ticas sociais e, ainda, o marcante predom?nio da cl?nica nessas forma??es. Vale ressaltar que as pol?ticas de sa?de s?o as que mais se destacam nos PPCs, havendo pouca men??o ? pol?tica de assist?ncia social, ou ?s demais pol?ticas sociais. Portanto, aponta-se necessidade de revis?o da presen?a das pol?ticas sociais na forma??o do psic?logo do Piau?, de modo a contemplar, al?m das pol?ticas de sa?de, as demais pol?ticas e proporcionar uma maior articula??o dos conte?dos voltados as mesmas, assumindo uma posi??o mais central, cr?tica e pol?tica

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

Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-11T18:02:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricia_baldow_guimar?es.pdf: 3999245 bytes, checksum: 311c5884f6e3ca0584bff081777b9b7c (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: verificar o metadado: metadata.dc.rights.uri: on 2018-04-12T12:11:44Z (GMT) / Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-04-12T17:02:49Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricia_baldow_guimar?es.pdf: 3999245 bytes, checksum: 311c5884f6e3ca0584bff081777b9b7c (MD5) / Rejected by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br), reason: Deu esse erro: <metadata.dc.rights.uri: An error occurred getting the license - uri.>. Como n?o sei o que ?, insira a licen?a novamente no final. Coloque as keywords no campo devido. UFVJM n?o ? ag?ncia financiadora. on 2018-04-20T14:49:48Z (GMT) / Submitted by Raniere Barreto (raniere.barros@ufvjm.edu.br) on 2018-05-15T18:04:36Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricia_baldow_guimar?es.pdf: 3999245 bytes, checksum: 311c5884f6e3ca0584bff081777b9b7c (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-05-16T11:18:16Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricia_baldow_guimar?es.pdf: 3999245 bytes, checksum: 311c5884f6e3ca0584bff081777b9b7c (MD5) / Made available in DSpace on 2018-05-16T11:18:16Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) patricia_baldow_guimar?es.pdf: 3999245 bytes, checksum: 311c5884f6e3ca0584bff081777b9b7c (MD5) Previous issue date: 2016 / O presente estudo se baseia na an?lise do Bacharelado Interdisciplinar em Ci?ncia e Tecnologia (BCT) da Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Campus do Mucuri. Tem como objetivo caracterizar a interdisciplinaridade no ?mbito do referido curso tomando como base: as propostas do Programa de Reestrutura??o e Expans?o das Universidades Federais (REUNI), os Referenciais Orientadores para os Bacharelados Interdisciplinares e Similares e os estudos realizados por autores da ?rea relacionados ?s caracter?sticas dessa metodologia de ensino. Procedeu-se a an?lise por meio de pesquisas bibliogr?fica, documental e de campo. As informa??es delas decorrentes, ap?s serem estudadas e integradas, nortearam a elabora??o de propostas e sugest?es de adequa??o do Projeto Pedag?gico do Curso (PPC) e de inser??o de novas pr?ticas did?ticas e pedag?gicas visando contribuir para a efetiva??o da interdisciplinaridade no processo ensino-aprendizagem. Com a realiza??o do levantamento bibliogr?fico foi poss?vel reunir um conjunto importante de informa??es que promoveu o embasamento das pesquisas documental e de campo. A pesquisa documental consistiu na an?lise do PPC juntamente com a estrutura curricular. Atrav?s dela verificou-se que no corpo desses documentos, mesmo sendo feita refer?ncia ? necessidade e import?ncia da interdisciplinaridade na realiza??o das atividades acad?micas, n?o existem caracter?sticas e previs?o de a??es que induzam ou inspirem um trabalho interdisciplinar. Com a pesquisa de campo, que consistiu na aplica??o de question?rio a alunos matriculados no quinto e sexto per?odos e na realiza??o de entrevista junto a professores do curso, procedeu-se a reuni?o de informa??es sobre o contexto analisado no que se refere ao desenvolvimento de pr?ticas interdisciplinares e a aspectos que dificultam ou que contribuem para isso. Foi verificado que, de um modo geral, a metodologia interdisciplinar n?o permeia o planejamento e execu??o das atividades de ensino-aprendizagem do curso. Diante disso, ? eminente a necessidade de que sejam previstas a??es que promovam a inser??o dessa metodologia no desenvolvimento das disciplinas visando a forma??o de egressos baseada no perfil esperado e nos objetivos e princ?pios que regem essa modalidade de ensino. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Tecnologia, Sa?de e Sociedade, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016. / This study is based on analysis of the Interdisciplinary Bachelor of Science and Technology (BCT) of the Federal University of Vales do Jequitinhonha and Mucuri (UFVJM), Campus Mucuri. It aims to characterize interdisciplinarity of the course on focusing the following basis: the proposals of the Programme of Restructuring and Expansion of Federal Universities (REUNI), the Guiding Professors for Interdisciplinary and Similar Bachelor degrees and the studies made by authors related to the characteristics of this teaching methodology. The analysis was done by means of bibliographic research, documentary and field. The information resulting from them, after being studied and integrated, guided the preparation of proposals and fitting suggestions of the Pedagogical Project of the Course (PPC) and insertion of new didactic and pedagogical practices to contribute to the realization of interdisciplinarity in the teaching-learning process. With the completion of the bibliographic research, it was possible to gather an important set of information that promoted the foundation of the documentary and field research. The documentary research was the PPC analysis along with the curriculum. Through this research it was found that in these documents, even with reference to the need and importance of interdisciplinarity in carrying out academic activities, there aren't features and prediction of actions that induce or inspire an interdisciplinary work. With the field survey, which consisted of a questionnaire to students enrolled in the fifth and sixth terms and conducting interviews with the professors of the course, it was proceeded the gathering information about the context analyzed in relation to the development of interdisciplinary practices and aspects that hinder or contribute to it. It was found that, in general, the interdisciplinary methodology does not permeate the planning and execution of teaching-learning course activities. Therefore, it is quite important the need to be provided some actions that promote the inclusion of this methodology in the development of the subjects for the training of graduates based on the expected profile and on the goals and principles that conduct this type of education. / . . . .

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

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.