Reflections on teaching Psychology in Higher Education in Brazil

Abstract

Psychological science, recognized as an independent field, has evolved significantly since the 19th century, consolidating through departments and laboratories within universities. In Brazil, practical psychology began to establish itself in the 1940s and was officially recognized in 1962. The National Curriculum Guidelines (DCN) for undergraduate Psychology programs have been evolving since 2001, culminating in new regulations in 2023, which increasingly demand more qualified educators in the field. This article discusses teacher training in Psychology within Higher Education in Brazil, addressing changes in the DCNs, the growing demand for Psychology courses, as reflected in statistical analyses by MEC/INEP and CFP, as well as the impact of these changes on the training of Psychology educators. Continuous training for Psychology professors in Higher Education is highlighted as essential to ensure quality education and meet labor market demands. The methodology is characterized as an exploratory bibliographic study aimed at the theoretical and critical analysis of scientific publications on teacher training in Psychology within Higher Education. The objective is to understand the current scenario of psychologists working as professors in Higher Education courses and to reflect on how teacher training in Psychology can contribute to the professional development of these educators in their teaching practice.