Formação de psicólogos: análise curricular
Autor(a) principal: | |
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Data de Publicação: | 2001 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.1590/S1413-85572001000100002 http://hdl.handle.net/11449/212881 |
Resumo: | 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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Formação de psicólogos: análise curricularPsychologist´s graduation: an analysis of the curriculumPsychologist formationCurriculum analysisPsychologyFormação do psicólogoAnálise curricularPsicologiaThis 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.Objetivou-se caracterizar um curso de Psicologia de IES pública, São Paulo, analisando planos oficiais de ensino (1999) de suas disciplinas e estágios. Análises curriculares revelaram que, de 4140 horas, 15,2% são de disciplinas de domínio conexo, 32,5% básicas, 25,4% específicas, 7,2% pedagógicas e 19,6% de estágios supervisionados. Houve predominância do enfoque uniteórico. Nas disciplinas básicas uniteóricas 44% tinham abordagem behaviorista, 19% psicossocial, 12,5% etológica, 12,5% biológica, 6% piagetiana e 6% teoria do ciclo vital; o ideal seria o enfoque multiteórico ou o equilíbrio. A maioria das disciplinas de domínio conexo tinha conteúdo relacionado à Psicologia, sugerindo preocupação do curso com a inter-relação. Nos estágios supervisionados, o predomínio do enfoque uniteórico mostra coerência na organização dos conteúdos de final de curso.Pontifícia Universidade Católica de CampinasUniversidade Estadual PaulistaUniversidade Estadual PaulistaAssociação Brasileira de Psicologia Escolar e Educacional (ABRAPEE)Pontifícia Universidade Católica de CampinasUniversidade Estadual Paulista (Unesp)Calais, Sandra Leal [UNESP]Pacheco, Elisabeth M. De Camargo2021-07-14T10:46:35Z2021-07-14T10:46:35Z2001-06info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article11-18application/pdfhttp://dx.doi.org/10.1590/S1413-85572001000100002Psicologia Escolar e Educacional. Maringá, PR, Brazil: Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), v. 5, n. 1, p. 11-18, 2001.2175-3539http://hdl.handle.net/11449/21288110.1590/S1413-85572001000100002S1413-85572001000100002S1413-85572001000100002.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporPsicologia Escolar e Educacionalinfo:eu-repo/semantics/openAccess2024-04-29T15:54:09Zoai:repositorio.unesp.br:11449/212881Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T21:17:28.574745Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Formação de psicólogos: análise curricular Psychologist´s graduation: an analysis of the curriculum |
title |
Formação de psicólogos: análise curricular |
spellingShingle |
Formação de psicólogos: análise curricular Calais, Sandra Leal [UNESP] Psychologist formation Curriculum analysis Psychology Formação do psicólogo Análise curricular Psicologia |
title_short |
Formação de psicólogos: análise curricular |
title_full |
Formação de psicólogos: análise curricular |
title_fullStr |
Formação de psicólogos: análise curricular |
title_full_unstemmed |
Formação de psicólogos: análise curricular |
title_sort |
Formação de psicólogos: análise curricular |
author |
Calais, Sandra Leal [UNESP] |
author_facet |
Calais, Sandra Leal [UNESP] Pacheco, Elisabeth M. De Camargo |
author_role |
author |
author2 |
Pacheco, Elisabeth M. De Camargo |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Pontifícia Universidade Católica de Campinas Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Calais, Sandra Leal [UNESP] Pacheco, Elisabeth M. De Camargo |
dc.subject.por.fl_str_mv |
Psychologist formation Curriculum analysis Psychology Formação do psicólogo Análise curricular Psicologia |
topic |
Psychologist formation Curriculum analysis Psychology Formação do psicólogo Análise curricular Psicologia |
description |
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. |
publishDate |
2001 |
dc.date.none.fl_str_mv |
2001-06 2021-07-14T10:46:35Z 2021-07-14T10:46:35Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.1590/S1413-85572001000100002 Psicologia Escolar e Educacional. Maringá, PR, Brazil: Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), v. 5, n. 1, p. 11-18, 2001. 2175-3539 http://hdl.handle.net/11449/212881 10.1590/S1413-85572001000100002 S1413-85572001000100002 S1413-85572001000100002.pdf |
url |
http://dx.doi.org/10.1590/S1413-85572001000100002 http://hdl.handle.net/11449/212881 |
identifier_str_mv |
Psicologia Escolar e Educacional. Maringá, PR, Brazil: Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), v. 5, n. 1, p. 11-18, 2001. 2175-3539 10.1590/S1413-85572001000100002 S1413-85572001000100002 S1413-85572001000100002.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Psicologia Escolar e Educacional |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
11-18 application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
publisher.none.fl_str_mv |
Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE) |
dc.source.none.fl_str_mv |
SciELO reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
|
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1808129305524305920 |