Psicologia da Educação nas licenciaturas: considerações sobre uma didática clínica

• Ano de defesa: 2013
• Autor(a) principal: Merie Bitar Moukachar
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Licenciaturas; Didática clínica; Psicologia da educação; Formação docente; Professores universitários Prática de ensino; Educação; Psicologia clinica; Psicologia educacional Estudo e ensino; Professores universitarios Formação
• Link de acesso: http://hdl.handle.net/1843/BUOS-9DTFG2

This research develops the thesis that a teacher's previous education in Psychology, stamps marks that influence their practice, the choice of objectives and decisions concerning the contents in the teaching of Educational Psychology in teaching license degree courses. The concept of clinical didactics hosted by Baibich (2003) is capital in the present investigation. Some questions guided the research process: What comes to be a clinical didactics? Would it constitute a teaching action that could answer the question of how we, as psychologists, can be teachers in the Teaching License Degree Courses, without running the risk of overdoing and playing the role of psychotherapists? Six Education Psychology teachers at the Education School (FaE) at the Federal University of Minas Gerais State (UFMG) were the research subjects. Observations were made in classrooms and each teacher was interviewed at two opportunities. For the second interview, we developed an analysis of the data obtained from the observations and from the first interview which was shared with the teachers. The results suggest that these teachers do practice, even though timidly, what we call clinical didactics, whereas they allow to come up psychological evidences in their teaching action, linking their previous training in psychology to the contents, objectives and practices in the school subject Educational Psychology. Didactics, here, is understood as a systematic reflection and the search for alternatives for the problems resulting from the teaching practice, but considering within the political sense; meanwhile clinic, is seen in its broadest sense, compared to the traditional clinical psychology model, which has been undergoing transformations, by experiences of reinvention and recreation of its expression. We believe that, by allowing psychological marks to be present in their teaching activities, educational psychology teachers, who are prone to consider it as a bridge discipline connecting Psychology and Education, influence, in different ways, the preparation of students - future teachers - to face the classroom, in the school of today's world.