Representações de famílias e formação profissional para calouros de Psicologia

Abstract

The family has been described in the scientific literature in Psychology as an influencer in the global development of people, from birth to old age. Over the years, this institution has been presenting itself through varied configurations, permeated by socio cultural, historical, political and economic aspects that interfere in its dynamics. Due to the functions that it assumes and to the symbolic value that is attributed to it socially and subjectively, it is necessary to be studied in Psychology training, as it pervades teaching / internship activities, research, extension and extracurricular activities in which university students are inserted. Thus, the aim of this dissertation was to verify and discuss family representations, different family configurations and professional training with freshmen of psychology. The research was divided into two studies, both with undergraduate students (N = 16), enrolled in a federal public university, located in the southeast region of Brazil, aged between 17 and 21 years, 15 of them female and 1 male, unmarried. Ethical procedures regarding human research were followed. The first study aimed to investigate family representations through a descriptive, longitudinal research (the before and after type of development of operative groups), based on the qualitative approach. An individual interview was used with the trigger question: "What is family for you?” Applied at the beginning and at the end of the first semester of 2016, audio recorded and transcribed in its entirety. After a careful reading of the collected material, the data were organized through the Discourse of the Collective Subject (DSC) and analyzed with a psychoanalytical theoretical framework. A set of representations was observed in the interviews at the beginning of the semester (families as affective-relational space that transcends consanguineous ties) and in interviews at the end of the semester, besides the initial set, two more were observed (families and their configurations and resampling of representations family's). Through the results it was possible to understand family representations presented by students, before and after participation in group processes, reflecting changes in the way these institutions describe/think. The second study aimed at discussing family, their configurations and professional training, in action research, with qualitative design, carried out through learning operative groups, and commercial films as mediating resources during the first semester of 2016. Nine weekly meetings were held, about 3 hours each, audio recorded, transcribed in full, analyzed and discussed by the psychoanalytic reference, mainly Pichonian and authors of the Winnicottian school. The main emergent groups were raised and two categories created a posteriori: 1) families and their configurations, and 2) Groups and training in Psychology. Group processes were characterized as a fruitful space for collectively lived constructions of important themes pertinent to the family and its dynamics, not only those families dealt with in the books, but those of each member of the groups. The studies demonstrate that graduation in Psychology should allow spaces, such as those of the groups that allow debates about families, their configurations and formation, which are important and directly related to the professional situations that students will encounter.