Conhecimentos de Estudantes de Psicologia sobre Normas de Atuação com Indivíduos LGBTs 1

• Autor(a) principal: Mizael, Táhcita Medrado
• Data de Publicação: 2020
• Outros Autores: Gomes, Ariane Rico, Marola, Paula Pizzirani [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.1590/1982-3703003182761; http://hdl.handle.net/11449/211609
• topic: Academic Education; Psychology; Sexual and Gender Diversity; LGBT; Curriculum; Formação de Psicólogos; Psicologia; Diversidade Sexual e de Gênero; LGBT; Currículo

Debates regarding the topics of gender and sexuality are present in a myriad of contexts. In the field of Psychology, autarchies such as the Federal Council of Psychology (CFP, in Portuguese) produced documents and guidelines for psychological practice with LGBTs. Still, research has pointed out that these guidelines have been omitted in the curriculum of Psychology as a major, which could lead to conceptions that differed from the regulated by those autarchies, including prejudicial attitudes, and discrimination or practices opposed to the recommendations. In this sense, the present study aimed to analyze Psychology students’ conceptions regarding gender and sexual diversity, as well as the students’ knowledge concerning the official guidelines for psychological practice with LGBTs. Eighty-two Brazilian Psychology students, from different universities and periods, answered a questionnaire about their academic education, demographic data, and knowledge regarding gender and sexual diversity, as well as about the official guidelines for professional practice with LGBTs. Results showed that, for most participants, their conceptions about the homosexualities were generally consistent with the conceptions of the autarchies responsible for normalizing and supervising psychologist’s professional practice. However, students showed conceptions that differed from the regulated ones regarding the definitions of trans identities, including pathologizating them, which calls for the inclusion of the subjects of gender and sexuality in the Psychology curriculum.