O ensino centrado em competências básicas e específicas: contribuições do Estágio Curricular Supervisionado (ECS) na formação do psicólogo

Abstract

The objective of this study was to analyze how teaching focused on basic and specific skills has been oriented in supervised curricular internships for the training of psychologists in Brazil, based on the perceptions of teachers and students. To achieve this objective, the following procedural axes were developed: the first axis was to understand the foundations of training policies for Psychology and changes in its current context, based on Hannah Arendt's work category. Since it is training for work, Hannah Arendt's works supported the reflection on a humanized training based on the development of potentialities as a conditioning and vital process. As a second axis, it was possible to identify the articulation between theory and practice in supervised curricular internships according to basic and specific skills based on documents such as course plans from the institutions studied, thesis and dissertations specific to the area of psychology, and documents from national and international educational and professional bodies that helped to understand the macro and micro vision of the paths of training for future psychology professionals. Thus, we opted for a qualitative research approach using documentary analysis techniques as a method. As a third axis, interviews were conducted with subjects from the selected institutions using a script of semi-structured questions. Four higher education institutions in the state of São Paulo were selected, each with different universes: one public, one religious, one community-based, and one private. The interview participants were teachers and students, who were selected according to established criteria that considered their training and professional practice. A total of 18 interviews were obtained, four with teachers and 14 with students. The content analysis technique, according to Bardin (2011), was used to analyze the data collected. The research presented evidence that the training of psychology professionals in the institutions studied requires guidelines that ensure greater qualification. The requirements included in the guidelines promote a behavioral change in the future professional for a more active student, but do not ensure actions of the skills required for basic training, according to the data collected. The internships carried out do not necessarily promote the articulation of theory and practice in the students' view. Teacher training was highlighted when considering that many teachers teach classes and supervise internships without having the necessary experience. The supervision time is short, which is detrimental to training. Teaching ethics is restricted to the time given in the courses offered and the subject is only revisited if the appropriate articulations are promoted based on internships.