The Process of Subjectivation Professional Psychology During Psychology Professionalizing Supervised

Authors

  • Viviane Silva Pires Universidade Federal de Uberlândia
  • Silvia Maria Cintra da Silva Universidade Federal de Uberlândia

Keywords:

Professional Training, Overseen Internship, Psychology.

Abstract

The stage is understood by law act as a supervised school education, developed in the workplace and to prepare students in school education for productive work. This research aimed to understand the undergraduates at a public university of Minas Gerais in the light of a critical perspective in school psychology. Participated in three students and their supervisors. As a resource to build on the data, oral history, through unstructured interviews. We found that the process of educating future psychologists consists of multiple determinations that go beyond the academic and indicate the breakup of the dichotomy between the professional dimension and personal dimension.

Downloads

Download data is not yet available.

Author Biographies

Viviane Silva Pires, Universidade Federal de Uberlândia

Mestre em Psicologia Aplicada na área de Desenvolvimento e Aprendizagem

Silvia Maria Cintra da Silva, Universidade Federal de Uberlândia

Psicóloga, Doutora em Educação e Professora do Programa de Pós-graduação em Psicologia da Universidade Federal de Uberlândia.

Downloads

Published

2012-09-13

How to Cite

Pires, V. S., & da Silva, S. M. C. (2012). The Process of Subjectivation Professional Psychology During Psychology Professionalizing Supervised. Psico, 43(3). Retrieved from https://pucrs.emnuvens.com.br/revistapsico/article/view/9857

Issue

Vol. 43 No. 3 (2012)

Section

Articles

License

Copyright

The submission of originals to Psico implies the transfer by the authors of the right for publication. Authors retain copyright and grant the journal right of first publication. If the authors wish to include the same data into another publication, they must cite Psico as the site of original publication.

Creative Commons License

Except where otherwise specified, material published in this journal is licensed under a Creative Commons Attribution 4.0 International license, which allows unrestricted use, distribution and reproduction in any medium, provided the original publication is correctly cited.