As políticas de formação do psicólogo no Brasil: elementos para uma análise epistemológica dos currículos acadêmicos

Abstract

The status of Psychology in relation to other sciences constitutes the central object of reflection in this thesis. This discussion necessarily entails examining its scientific affiliation and its inclusion as an area of academic concentration. This approach developed a critical analysis of how Psychology has been conceptualized by different authors and how it has been taught throughout history. From this connection, the general objective was to investigate the epistemological status of Psychology in relation to the teaching of this discipline. To achieve this, the work was structured into three interdependent chapters, each with specific objectives: (1) to analyze the historical development of Psychology, from the antecedents of its establishment to its configuration as a modern science; (2) conduct an epistemological analysis of the place that psychology occupies in Brazil and how the epistemological impasses of this science manifest themselves in the training of psychologists; (3) to examine how the plurality of theoretical and methodological approaches associated with Psychology manifests itself in professional training through a curricular analysis. The research adopts a qualitative approach, based on a literature review and curricular and documentary analysis. Official documents guiding national public policies regarding the training and profession of psychologists were examined, as well as the curricula of undergraduate psychology programs at four Brazilian universities. Finally, the thesis presents, in its appendices, two unpublished translations into Portuguese of fundamental texts on the history of psychology, constituting a relevant academic resource for researchers and students interested in deepening their knowledge in this field.