Formação do psicólogo: um debate a partir do significado do fenômeno psicológico

A prática da psicoterapia infantil na visão de terapeutas nas seguintes abordagens: psicodrama, Gestalt terapia e centrada na pessoa

“…Segundo Bock (1997), a meta do psicólogo deve ser estar sempre em movimento. Um psicólogo aliado da transformação, do movimento da sociedade e dos interesses da maioria da população.…”

“…Para que, ratificando o pensamento de Bock (1997), seja possível formar profissionais críticos, inquietos, permeáveis às inovações e que aceitem o desafio de, coletivamente, produzir alternativas à psicologia tradicional, tudo isto aliado à transformação, ao movimento da sociedade e aos interesses da maioria da população, há de se olhar criticamente a própria atuação como clínicos e docentes, avaliando se a postura está sendo coerente com o avanço da ciência psicológica ou de especialista de conhecimento, fechado numa só verdade.…”

Training in Psychology and the Institutional Scientific Initiation Scholarship Program

“…Classic studies have addressed issues such as: the dissatisfaction of professionals with content, especially in relation to the philosophical, methodological, and scientific foundations (Gomide, 1988); the opposition between science and practice, with courses that focus on theory and invest little in research, forming technicist professionals (Francisco & Bastos, 2005); the relationship between poor training and a practice in disagreement with the socio-economic reality and the needs of the public (Bock, 1997); the booming number of private sector undergraduate courses in the field and its possible relation to the low quality of the courses (Yamamoto, Souza, Silva & Zanelli, 2010); the perception of students on courses' infrastructure (library, laboratories, etc.) (Lima & Pereira, 2011); the way the courses have implemented curriculum changes after the National Curricular Guidelines (DCN), and how they have responded to historical dilemmas on the basic training of psychologists (Seixas, 2014); among other aspects.…”

“…This setting is worsen by the research training that is still deficient (sometimes even non-existent) and the gap between theory, practice, and knowledge production, which, despite the recent changes in the theoretical and philosophical discourses of the PPCs and the curricula implemented after the DCNs, still emerge as the main gaps between undergraduate school and practice. As a result, professionals with a bachelor's degree in psychology are underqualified and little prepared for the practice, especially in new contexts, when they end up by using classical instruments in most cases, without assessing suitability to the context (Bock, 1997;Botomé, 1988;Branco, 1998;Cruces, 2008;Ferrarini & Camargo, 2014;Lisboa & Barbosa, 2009;Martins, Matos & Maciel, 2009).…”

“…Given this situation, some authors indicate that investment in research training would be beneficial both to increase the quality of training, and for the preparation of competent professionals, as a factor that would allow for the expansion of the professional field, knowledge production, and the construction of more critical practices (Bock, 1997;Calazans, 1999;Caniato, 2013;Ferrarini & Camargo, 2014;Francisco & Bastos, 2005;Maccariello, Novicki, & Castro, 1999). In a classic text, Ades (1981) discusses the importance of research training for the graduate student in psychology, not from the perspective of a research career, but of a broad and complete professional training, whether academic or not.…”