Disciplinas do campo da psicologia: análise dos cursos de bacharelado e tecnologia dos Institutos Federais de Santa Catarina

Abstract

This study deals with the presence of psychology in the graduate courses of the Federal Institutes of Education, Science and Technology - IFs, in the state of Santa Catarina, these being the Federal Institute of Santa Catarina - IFSC and the Federal Institute Catarinense - IFC. The general objective of the study was to analyze the disciplines of the psychology field on the training of bachelors and technologists in the mentioned IFs. In order to reach the proposed objectives we used the qualitative method, also using quantitative and documentary data. In this way, we initially performed a documentary research. Afterwards, we applied a questionnaire to professors who teach in the psychology field of the IFs' baccalaureate and technology courses, seeking to learn their perception about the disciplines they tutor and mentioned major areas. In order to justify our discussions, we especially rely on the so-called "historical-critical pedagogy". The empirical data revealed that the vision about the analyzed courses has remained unchanged in the social imaginary, where the bachelor's degree continue to being seen as a more complete and deep formation, while the technology courses are still seen in a prejudiced way (professional training marked by precarious education) and as an expression of a direct technical training. In addition, we verified that the disciplines of the field of psychology are present in the courses of baccalaureate and technology of the IFs (in 16 courses), being preponderant in the courses of technology (13 courses). Therefore, these disciplines are present in different formations, but, based on the analysis gathered in the study, we found that they have been collaborating with the formation of fragmented and professional subjectivities that adapt easily to the demands of the market, that is, such disciplines do not come fulfilling - in a broad way - a formative and universalizing function, neither critical nor emancipatory. Also, we identified that these disciplines are worked mostly by administrators, which made us reflect on a hybridity in the teaching of psychology in ES. Still, based on the documentary research, we found that the formations offered in the IFs, then the CB and CT, are based on "noncritical" pedagogical theories, which perpetuate the reproduction of social inequality, the dualism in education and, thereafter, the maintenance of the precepts of the capitalist mode of production.