A reforma curricular de Psicologia na Universidade Estadual da Paraíba: as recontextualizações institucionais

Abstract

The screen analysis investigates the construction of the political pedagogical project of the Department of Psychology, State University of Paraíba (2011), having as parameters the initial political pedagogical project of the course (1999) and the production of texts, speeches and documents that deal in the national on the reform of undergraduate psychology curriculum in Brazil. The approach of the ongoing cycle of policy, proposed by Stephen Ball and analytical aspects of epistemic communities are chosen based on theoretical and methodological. There is also a dialogue with the field of educational psychology in a multidisciplinary approach, based on the contributions of Michel Foucault on discourse and power. We understand, from this perspective, the curriculum policies are designed and produced in a complex process involving several actions in the contexts of influence, production and circulation (Ball and BOWE, 1992). Although the focus of our research is in the context of practice (curriculum reform of the Psychology course), the analysis considers other contexts by relations of interdependence between them. The chronological gap defined understanding of curriculum policies for training in Psychology (1999-2011) was aware of the definitions that occurred during this period, which allow more precise analysis of our object: reconceptualizations institutional reform in the curriculum of the Psychology of UEPB. They are analyzed through the identification of two training projects in dispute on the national scene: a project generalist and a specialist. The first has as main characteristics the defense of a course with a single name (Psychology Course), focused on professional training, replacing the old areas of qualification for curricular emphases, dissociation between vocational and teacher training and, ultimately, extinction of bachelor's terminology. The second argues two aspects that relate to demand the formation of the bachelor and teacher education. We identified that the design of general education which is most representative of the PAC, became a "winner" on the national scene, having repercussions in the context of practice in UEPB. There are some tunings built between the curriculum guidelines for Psychology at the University of CFP and guidelines that advocate the inclusion of emerging practices in the undergraduate curriculum in psychology in the country. This finding confirms the action of an epistemic community that supported a project focused on professional training in the clinical area. Thus, we conclude that, although there is the definition of professionalism as the goal of the UEPB Psychology course, is the area / emphasis in Organizational Psychology and Labour appears as dominant, the area / emphasis in Clinical Psychology have their hours reduced, the curricular emphases are related areas of formation of IPPP (1999) and teacher of Psychology is excluded from NPPP (2011), leaving for the future construction of a specific project for this training. Therefore, the curriculum reform of Psychology, State University of Paraiba, although you want a generalist, specialist and logic plays a profile of the course focuses on professionalism, but with a rise of area / emphasis Organizational Psychology and Labour.