The psychology taught to teachers: an analysis of the discourses addressed to teachers in training.

• Grant number: 15/17890-4
• Support Opportunities: Regular Research Grants
• Start date: February 01, 2016
• End date: January 31, 2018
• Field of knowledge: Humanities - Education - Fundamentals of Education
• Principal Investigator: Ana Laura Godinho Lima
• Grantee: Ana Laura Godinho Lima
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The research focuses on the psychology taught to teachers, from the perspective of a critical history. It is justified on the grounds of the growing demand for psychological training for teachers and psychological assistance for the students, which occur in parallel with the emergence, in the academic field, critical perspectives on the excessive interference of psychology in the school. The research refers to the writings of Michel Foucault and other contemporary authors about the discourse analysis to characterize enunciates on the psychology and its importance for teacher training, as well as to describe the contents of the discipline deemed necessary to teachers and recommendations for their practice derived from such knowledge. It take as nuclear sources manuals of psychology employed in normal schools and teacher's training courses published during the 20th century. Often, these books were written from the experience of its authors as teachers in this discipline and some consist of the publication of their classes taught according to the curricula then established. Among the content conveyed in these compendiums, stand out, as the period: the psychology of the tests for the evaluation of the students as to their intelligence and their skills; psychoanalysis and the effects of family relationships in dysfunctional behaviors of child-problem; the theories about the child development. The research aims to provide subsidies for the reflection on the teaching of psychology teachers in training. It intends to show the ways in which this theme emerged and its transformations in the discourses of psychology directed to teachers throughout the 20th century. (AU)