O debate atual sobre a formação em psicologia no Brasil: permanências, rupturas e cooptações nas políticas educacionais

Abstract

This thesis articulares two fields of interests: the teaching activities of a Psychology professor at an undergraduate course and, on the other side, the critical position compromised with the transformation of social practices, aiming the comprehension of the production of knowledge and the naturalization of hegemonic practices, through the analysis of discursive practice. Therefore, this thesis aims to understand the current debate about the formation in Psychology in the Brazilian context, merging into a central concem: the relation between scientific rhetoric and the hegemonic neoliberal logic, considering the existing socio-political context and the growing mercantilism of educational arca. The theoretical references are based on approaches such as Language Philosophy (Rorty), Pragmatics (Levinson) and Discursive Practices (Spink). The analysis of the discursive practices is performed by discussing the movements, throughout the time, the permanencies, the renovation trials (or ruptures) and the cooptation to the foundational Psychology. Using public documents as the maio source of information, the analytical procedures observed two processes: the first one involved the identification of 138 documents which have beco organized into a matrix (Hacking), followed by the analysis oftheir production and their relation with the country's socio-political, economical and cultural context. Tbe second phase consisted of identifying the critical incidents, which were characterized as moments of contest or negotiation of meanings, followed by the analysis of the discursive practices, considering four categories: discourse deictics, linguistic repertoire, rhetorical use and conversational implicatures. The conclusion, considering the case of Psychology, was that the renovation trials towards the establishment tend to be co-opted by the foundational and hegemonic discourse of that domain of knowledge. Or else, the original field would not exist. The process of permanency in such a debate is based on the notion of individual (or process of individualization), which nurtures the articulations between the scientific rhetoric (based on Psychological Pedagogies) and the neoliberal logic (minimum, but strong State), favoring the mercantilism of the educational sphere