A formação em psicologia: interface com a saúde coletiva

Abstract

More than the insertion in different institutional spaces of health and extension of the scenarios of professional performance, the entrance of the psychologist in Health brought the profession closer to the field of Collective Health debates, demanding a different way of being in services and thinking about the universe of policies . From this, we ask: How has Collective Health been discussed in the Psychology training in Brazil, both in official terms through the Pedagogical Projects of the Courses, and in relation to the lived curriculum? As a general objective, we propose to investigate the epistemological, methodological and ethical-political foundations of Collective Health that guide formative processes in Psychology in Brazil since Resolution No. 8, of May 7, 2004, establishing the National Curricular Guidelines (DCN) for the undergraduate courses in Psychology. As specific: a) to identify the epistemological foundations about

Collective Health present in the psychology curricula; b) analyze the theoretical- methodological and technical-operative dimensions developed during the course in Psychology

to work in the field of Collective Health; and c) to know how the Psychology students of Piauí experience and are involved with the formative processes to act in Collective Health. Methodologically, this is a descriptive study, with a qualitative approach, structured in two stages. The first one, based on the documentary design, used the Pedagogical Projects of the Psychology Courses (PPC) in Brazil, available in the public domain (n = 30). The analysis, supported by the IRAMUTEQ software, included three components: Disciplines (n = 727); Menus (n = 727) and Bibliographical References (n = 428). The second included a field research with undergraduate students of Psychology courses at Higher Education Institutions in the cities of Parnaíba / PI and Teresina / PI (n = 16). As instruments for data production in this stage, we used the group interview technique. These interviews were analyzed, based on the process of analysis of the discursive practices, through the technique of the Maps of Association of Ideas. Data from both stages of the study were organized into the following categories of analysis: 1) Biomedical Model; 2) Public Health Model and 3) Collective Health Model. It is concluded that despite the clear progress in Psychology training regarding the curricular scope of contents and practices based on the Collective Health and Health Reform model, such conceptions need to be urgently expanded, especially in relation to the curriculum experienced in the Piauí scenario.