Formação de psicólogos: análise curricular
This research characterized a Psychology study course within a public university, by analyzing official course plans (1999), applicable to discipline and probation programs. The analysis revealed that in 4140 hours, 15.2% are connected domain disciplines, 32.5% basic disciplines, 25.4% specific disc...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2001 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Repositório Institucional da UNESP |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.unesp.br:11449/212881 |
| Acceso en línea: | http://dx.doi.org/10.1590/S1413-85572001000100002 http://hdl.handle.net/11449/212881 |
| Access Level: | acceso abierto |
| Palabra clave: | Psychologist formation Curriculum analysis Psychology Formação do psicólogo Análise curricular Psicologia |
| Sumario: | This research characterized a Psychology study course within a public university, by analyzing official course plans (1999), applicable to discipline and probation programs. The analysis revealed that in 4140 hours, 15.2% are connected domain disciplines, 32.5% basic disciplines, 25.4% specific disciplines, 7.2% pedagogical disciplines and 19.6% supervised probation programs. Within basic single-theory disciplines, over multi-theory disciplines, 44% adopted a behaviorist approach, 19% adopted a psychosocial approach, 12.5% adopted an ethnological approach, 12.5% adopted a biological approach, 6% adopted a Piagetian approach and 6% adopted the vital cycle theory; therefore the multi-theoretical approach would be the wiser choice. Almost all disciplines of the connected domain type had psychology-related contents, which suggests the studies concern with the interrelation of the various disciplines. As far as the probation programs are concerned, the predominance of uni-theoretical approach suggests coherence in the advanced years of the studies. |
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