FORMATIVE PRACTICES IN PSYCHOLOGY BASED ON THE SERVICE-SCHOOL, A DOCUMENTARY RESEARCH OF PEDAGOGICAL COURSE PROJECTS
DOI:
https://doi.org/10.66104/9g5x6874Keywords:
Psychology Course. Academic Training. Psychology Service-School. Psychiatric Reform. Psychosocial Support Systems.Abstract
Psychology training is guided by the National Curriculum Guidelines (NCG). Among the established recommendations is the inclusion of the Psychology Service-School (PSS) as part of the training. The NCG present the PSS as a space for service provision and articulation with society, integrating training, research, and extension in accordance with the community demands surrounding the Higher Education Institution (HEI). The general objective was to develop a proposal for a PSS, based on the framework of the Unified Health System (UHS), including the Psychiatric Reform and the National Mental Health Policy (service/health), and on the 2023 NCG (school/education). The method consisted of documentary research analyzing Pedagogical Course Projects (PPC) in Psychology published between 2022 to 2025. Thematic content analysis was conducted for categorization. The method for elaborating the Service-School model considered CAPES' understanding of a technical-organizational product. The technical-technological product is of a methodological nature, consisting of a technical-organizational model for the constitution of the PSS. Fourteen PSSs were analyzed. The documents indicated a prevailing centrality of individual-clinical practices within the formative design. The analysis allowed for the inference that the field is currently undergoing a conceptual and institutional transition. The formalization of the term “Service-School” represents a recent normative milestone, yet its substantive incorporation remains incipient in the analyzed PPCs. The developed proposition shifts the Service-School from a predominantly clinical and internal function to a strategic function in the training and qualification of the social assistance network. The transformation of the Service-School into an integration device between training and public policies is considered a contemporary challenge for Psychology courses. More than mere terminological adaptation, it involves consolidating coherence among the pedagogical project, health legislation, and the social commitment of the profession, strengthening the training of psychologists aligned with integrality, networked care, and the defense of human rights.
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