A formação do psicólogo do ponto de vista ético: um estudo a respeito do ambiente acadêmico e das oportunidades de construção da competência moral
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Data
2018-12-03
Autores
Bereta, Thaísa Angélica Déo da Silva [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A graduação em Psicologia vem passando por um importante momento de redefinição das Diretrizes Curriculares Nacionais, a fim de estruturar eixos básicos para a formação do psicólogo em todo o país, e para a oferta de um trabalho qualificado e ético para a sociedade. O objetivo geral desta pesquisa é investigar a formação do psicólogo do ponto de vista ético. O delineamento da pesquisa foi um estudo transversal, de caso e exploratório. Participaram estudantes regularmente matriculados no segundo e quinto ano do curso de Psicologia de duas instituições de ensino superior (IES) do Estado de São Paulo; docentes formados em Psicologia que ministram aulas nesses cursos de Psicologia; e coordenadora de um dos cursos em que houve a coleta de dados. Utilizou-se o Critério de Classificação Econômica Brasil, o Moral Competence Test (MTC_xt), que visa a avaliação da competência moral, ou seja, da capacidade de refletir sobre dilemas, considerando perspectivas diversas, o questionário adaptado ORIGIN/u, que investiga as oportunidades de assunção de responsabilidade e reflexão dirigida no processo de ensino-aprendizagem e uma entrevista semiestruturada. Os resultados obtidos mostram de maneira geral que ambas as IESs não colaboram para o desenvolvimento da competência moral dos estudantes. As aplicações dos testes estatísticos indicam que somente as dimensões Assunção de Responsabilidade (curricular) e Reflexão Dirigida (extracurricular) apresentam diferenças estatísticas entre as duas IESs, sendo que a IES 01 apresenta escores superiores nas duas dimensões. Na comparação entre idade dos estudantes de quinto ano da IES 02 e escores dos dilemas destaca-se, no dilema do médico/juiz, uma fraca significância (característica própria das amostras brasileiras, pois a medida que a idade aumenta, o escore diminui). Na comparação entre a religião e o MCT_xt verifica-se correlação significativa apenas para os estudantes de quinto ano da IES 01, no dilema operários/médico. Em termos qualitativos, os discentes das duas IES, apontam quanto à necessidade de compreensão do que deveria ser modificado na formação em psicologia, a mudança na grade curricular, alterações na prática docente e consideração sobre questões afetivas dos estudantes. No que se refere às supervisões, destacam a necessidade de esclarecimento de dúvidas, orientação, troca de experiências, ampliação do conhecimento, contribuição para prática profissional futura, aprimoramento e autoconhecimento dos estudantes e formação ética. Sobre os docentes, a IES 1 apresenta mais respostas que permitem entender o estudante como mais atuante no processo de aprendizagem, dando a este a oportunidade de reflexão acerca do conhecimento, pois destacam o uso de metodologias ativas, discussões sobre ética, práticas problematizadoras (como as assembleias), reformulação da grade curricular e inclusão de disciplinas mais práticas, como a arteterapia. Nas considerações finais, ressalta-se a necessidade do início de uma discussão a respeito da formação dos profissionais da Psicologia, que urgentemente precisa ser repensada, para que um maior entendimento ocorra a respeito de quais as condições em que esta formação acontece, e como os futuros psicólogos estão se formando eticamente para a prática profissional.
The graduation in Psychology has been going through an important moment of redefinition of the National Curricular Guidelines, in order to structure basics axes for the formation of Psychology throughout in the country, and for the offer of a qualified and ethical work for the society. The general objective of this research is to investigate the psychologist development from the ethical view. The research was designed a transversal, case and exploratory study. Students enrolled in the second and fifth years of the Psychology course of two higher education institution (HEI) of the State of São Paulo participated in the study; professors trained in Psychology who teach classes in these Psychology courses; and cordinator of on of the courses in which the data was collected. The Brazilian Economic Classification Criterior, the Moral Competence Test (MTC_xt), which is na evaluation of morality, that is, the ability to reflect on the quandary, the perspective of several options, the adapted questionnaire, the ORIGIN/u, which investigates the opportunities for assuming responsability and directed reflection in the teaching-learning process and a semi-structured interview. The results obtained show in general that both HEIs do not collaborate in the development of students’ moral competence. The applications of the statistical test indicate that only the dimensions Assumption of Responsability (curricular) and Directed Reflection (extracurricular) present statistical differences between the two universities, and the HEI 01 presents higher scores in the two dimensions. In the comparison between the age of the fith year of the HEI 02 students and the quandry scores, in the quandry of the doctor/judge, there is a weak significance (characteristic of the Brazilian samples, as the age increases, the score decreases). In the comparison between religion and MCT_xt there is a significant correlation only for the fith year students of University 01, in the workers/medical quandry. In qualitative terms, the students of both HEIs point to the need to understand what shoud be changed in psychology training, changes in the curriculum, changes in teaching practice and consideration of students’ affective issues. With regard to supervisions, they highlight the need for clarification of doubts, orientation, exchage of experiences, expansion of knowledge, contribuition to future professional practice, improvement and self-knowledge of students and ethical training. About teachers, HEI 01 presents more answers that allow students to understand the student as more active in the learning process, giving the student the opportunity to reflect on knowledge, as they highlight the use of active methodologies, discussion about ethics, problmatizing pratices the assemblies), reformulution of the curriculum and inclusion of more pratctical disciplines, such as art therapy. In the final considerations, it is necessary to start a discussion about the formation of Psychology professionals, which urgently needs to be rethought, so that a greater understanding can take place regarding the conditions in which this formation happens, and how the future psychologists are forming ethically for professional practice.
The graduation in Psychology has been going through an important moment of redefinition of the National Curricular Guidelines, in order to structure basics axes for the formation of Psychology throughout in the country, and for the offer of a qualified and ethical work for the society. The general objective of this research is to investigate the psychologist development from the ethical view. The research was designed a transversal, case and exploratory study. Students enrolled in the second and fifth years of the Psychology course of two higher education institution (HEI) of the State of São Paulo participated in the study; professors trained in Psychology who teach classes in these Psychology courses; and cordinator of on of the courses in which the data was collected. The Brazilian Economic Classification Criterior, the Moral Competence Test (MTC_xt), which is na evaluation of morality, that is, the ability to reflect on the quandary, the perspective of several options, the adapted questionnaire, the ORIGIN/u, which investigates the opportunities for assuming responsability and directed reflection in the teaching-learning process and a semi-structured interview. The results obtained show in general that both HEIs do not collaborate in the development of students’ moral competence. The applications of the statistical test indicate that only the dimensions Assumption of Responsability (curricular) and Directed Reflection (extracurricular) present statistical differences between the two universities, and the HEI 01 presents higher scores in the two dimensions. In the comparison between the age of the fith year of the HEI 02 students and the quandry scores, in the quandry of the doctor/judge, there is a weak significance (characteristic of the Brazilian samples, as the age increases, the score decreases). In the comparison between religion and MCT_xt there is a significant correlation only for the fith year students of University 01, in the workers/medical quandry. In qualitative terms, the students of both HEIs point to the need to understand what shoud be changed in psychology training, changes in the curriculum, changes in teaching practice and consideration of students’ affective issues. With regard to supervisions, they highlight the need for clarification of doubts, orientation, exchage of experiences, expansion of knowledge, contribuition to future professional practice, improvement and self-knowledge of students and ethical training. About teachers, HEI 01 presents more answers that allow students to understand the student as more active in the learning process, giving the student the opportunity to reflect on knowledge, as they highlight the use of active methodologies, discussion about ethics, problmatizing pratices the assemblies), reformulution of the curriculum and inclusion of more pratctical disciplines, such as art therapy. In the final considerations, it is necessary to start a discussion about the formation of Psychology professionals, which urgently needs to be rethought, so that a greater understanding can take place regarding the conditions in which this formation happens, and how the future psychologists are forming ethically for professional practice.
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Palavras-chave
Formação do psicólogo, Personalidade ética, Ambiente acadêmico, Competência moral, Psychologist development, Ethical personality, Academic environment, Moral competence