Formação de psicólogos: análise curricular

Detalhes bibliográficos
Autor(a) principal: Calais, Sandra Leal [UNESP]
Data de Publicação: 2001
Outros Autores: Pacheco, Elisabeth M. De Camargo
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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spelling 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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