Análisis sociobibliométrico comparativo de la carrera de Psicología de la Universidad de Buenos Aires (1996-2017)

Abstract

Con el objetivo de ofrecer datos públicos y empíricos desde una perspectiva sociobibliométrica sobre la formación ofrecida por la Licenciatura en Psicología de la Universidad de Buenos Aires (Argentina), se realizó un análisis cuantitativo y cualitativo de la bibliografía de las 22 asignaturas obligatorias de los ciclos básico y profesional (N = 2 572), de acuerdo a 12 indicadores sociobibliométricos, comparándose los resultados con estudios de décadas anteriores. Los hallazgos indican una predominancia hegemónica y casi excluyente de textos y autores psicoanalíticos, un decrecimiento de otras orientaciones teóricas, de textos publicados en los últimos años y de papers de revistas con referato, un aumento de autores diplomados en Psicología y una obsolescencia media de la literatura de más de 35 años. Se concluye sobre las implicancias legales y socioinstitucionales de tal situación.

Undergraduate Psychology Teaching and Education at Argentinian Universities: A Sociobibliometric Investigation (1999–2018)

“…Psychology programs at Argentinian universities have highly structured and defined curricula. These programs are mostly composed of highly delimited, stable, and required courses that tend to maintain their contents and staff over the years without significant variations (Fierro et al, 2018).…”

“…Drawing from several regional and international conferences and resolutions (Ardila, 1978;Bickman, 1987;Raimy, 1950) Argentinian psychologists concluded that the evaluation and accreditation of psychology programs was a potential way of addressing some of the main deficits of Argentinian psychology, such as its overdependence on a single theoretical system (psychoanalysis), its dated or anachronistic content and readings, its scarce research activities and outputs, and its exclusive emphasis on applied, professional, and clinical training (Di Doménico & Piacente, 2011;González, 2018). Accreditation standards and parameters were debated and established by Argentinian public and private professional and academic associations between 2004 and 2009 (Fierro, 2018). In September 2009, Argentina's Ministry of Education passed the 343/09 Ministerial Resolution, which approved and adopted the aforementioned standards for the accreditation processes (Ministerio de Educación, 2009).…”

“…Most published, quantitative published studies on Argentinian psychology education predate the accreditation processes (Di Doménico & Vilanova, 2000;Vázquez Ferrero, 2016;Vázquez Ferrero & Colombo, 2008). Recent quantitative studies have focused on either single courses (Fierro et al, 2018) or universities (Benito & Elmasian, 2010;Fierro et al, 2019), precluding a nationwide, comparative analysis. And while it has been stated that undergraduates are being currently exposed to an increasingly diverse body of works, especially on cognitive perspectives, at private universities in Buenos Aires (Dagfal, 2018;Fernández, 2007), no further data have been provided to support these claims.…”