Metodologias ativas e Psicologia: uma análise crítica por meio dos Projetos Pedagógicos dos Cursos

Abstract

With the social, cultural, economic, political and technological changes during the last decade, significant social transformations took place in people’s lives. This process made it necessary to change the healthcare professionals' training. Thus, when we talk about the training of psychologists, one of the challenges presented is the overcoming of a curriculum reduced to a list or "grid" of disciplines. The objective of this study was to analyze how the Psychology courses have inserted in their curricula the teaching-learning active methodologies. A documentary research was carried out, seeking to analyze the Pedagogical Projects of the Courses (PPCs). From the 20 federal universities in the northeastern territory, 12 institutions offer the Psychology course. In the category of state universities, of 14 institutions, seven offer the Psychology course. From the reading and analysis of the PPCs, specifically the dimensions Methodology, Evaluation Systems and the Curricular Organization it was possible to note that most of the federal and state universities of the Northeast guide their methodologies in a traditional teaching perspective. In addition, the courses are organized having a Common Core with compulsory subjects and presence of prerequisite, an aspect that most often translates a rigid and inflexible curriculum from the point of view of the dynamicity that the disciplines themselves propose in their menus. It is considered, therefore, that the analysis of PPCs assists in understanding that, for the most part, the curricular propositions are in lag or aligned with traditional models of teaching. This reveals that the Psychology curricula need to renew their proposals so that the development of the skills and competencies of future professionals meet the complexity of the fields of action.