<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000100067</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de psicólogos para a educação: concepções de docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychologist training in education: the conceptions of professors]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de psicólogos para la educación: concepciones de los profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Naves]]></surname>
<given-names><![CDATA[Flaviana Franco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Silvia Maria Cintra da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peretta]]></surname>
<given-names><![CDATA[Anabela Almeida Costa e Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Larice Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nasciutti]]></surname>
<given-names><![CDATA[Fabiana Marques Barbosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Uberlândia Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Uberlândia Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Uberlândia Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de Uberlândia Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Educação ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>44</numero>
<fpage>67</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000100067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000100067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  As Diretrizes Curriculares Nacionais (DCN) de 2004 para a forma&#231;&#227;o em Psicologia deram in&#237;cio a mudan&#231;as e reformula&#231;&#245;es nos curr&#237;culos, projetos pedag&#243;gicos e cotidiano dos cursos. A presente pesquisa teve como objetivo compreender as concep&#231;&#245;es de docentes sobre a forma&#231;&#227;o do psic&#243;logo, com destaque para a &#234;nfase em processos educativos, bem como seu entendimento sobre as repercuss&#245;es das DCN no cotidiano dos cursos de Psicologia. O estudo foi realizado em cinco Institui&#231;&#245;es de Ensino Superior (IES), sendo tr&#234;s p&#250;blicas e duas privadas,no Estado de Minas Gerais e teve como participantes 13 professores. Foram realizadas entrevistas e, a partir delas, foram elaboradas tr&#234;s categorias para a an&#225;lise: Diretrizes Curriculares Nacionais; Forma&#231;&#227;o do Psic&#243;logo e Forma&#231;&#227;o do Psic&#243;logo para Atua&#231;&#227;o no Campo da Educa&#231;&#227;o. Pode-se concluir que: - o professor, como ator fundamental do processo formativo, precisa se inteirar da legisla&#231;&#227;o que rege o curso; - &#233; imprescind&#237;vel que as IES promovam espa&#231;os de discuss&#227;o sobre os documentos, pois a implementa&#231;&#227;o destes necessita ser fruto de um trabalho coletivo, que conte com a participa&#231;&#227;o dos docentes. Por fim, destaca-se a urg&#234;ncia em formar psic&#243;logos escolares cr&#237;ticos, que considerem a complexidade dos fen&#244;menos educativos em sua atua&#231;&#227;o. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The 2004 Brazilian Curriculum Guidelines for Psychology Courses has begun a series of changes in the curriculum, pedagogical projects, and routine of Psychology Courses. This inter-institutional research aimed to analyze professors&#8217; conception about Psychology training, focusing on the educational processes, as well as their understanding of the consequences of these new guidelines for the everyday activities of Psychology courses. The research was developed in five Higher Education Institutions in the state of Minas Gerais, with 13 professors of educational processes as participants. The methodology involved an individual structured interview with each professor. Based on the reading of the interviews, three analytical categories were created: Brazilian Guidelines for Psychology Courses; Training of Psychologists; Training of Psychologists for Work in the Field of Education. The analysis indicates that the professor, as a main figure in the training process, needs to be aware of the current legislation of the course; and the Institutions ought to promote dialogues about the Curriculum Guidelines, as the implementation of those depends on a collective work, which should include the professors&#8217; participation. In conclusion, this research highlights the urgency of critical training for educational psychologists, considering the complexity of educational phenomena in everyday professional practice. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Las Directrices Curriculares Nacionales (DCN) de 2004 para la formaci&#243;n en Psicolog&#237;a empezaron cambios y reformulaciones en los curr&#237;culos, proyectos pedag&#243;gicos y cotidiano de la escuela. La investigaci&#243;n descrita en este art&#237;culo tuvo como objetivo comprender los puntos de vista de los profesores sobre la formaci&#243;n de psic&#243;logos, especialmente con &#233;nfasis en los procesos educativos, as&#237; como comprensi&#243;n del impacto de las DCN en la vida cotidiana de los cursos de Psicolog&#237;a. El estudio se llev&#243; a cabo en cinco Instituciones de Educaci&#243;n Superior (IES), tres p&#250;blicas y dos privadas en el Estado de Minas Gerais y participaron 13 profesores. Como metodolog&#237;a se hizo entrevistas estructurada con cada profesor y, despu&#233;s de analizadas, fueron creadas tres categor&#237;as: Directrices Curriculares Nacionales; Formaci&#243;n del Psic&#243;logo y Formaci&#243;n del Psic&#243;logo para el trabajo en el campo de la educaci&#243;n. Se pudo concluir que: - el profesor, como un elemento clave del proceso de formaci&#243;n, debe conocer las leyes que rigen el curso; - mientras que las instituciones deber&#237;an promover oportunidades para la discusi&#243;n acerca de los documentos y su aplicaci&#243;n debe ser consecuencia de un trabajo colectivo con la participaci&#243;n de los docentes. Por &#250;ltimo, se destaca la urgencia de formar psic&#243;logos escolares cr&#237;ticos que entiendan la complejidad de los fen&#243;menos educativos en su trabajo. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Professores Universitários]]></kwd>
<kwd lng="pt"><![CDATA[Formação do Psicólogo]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[School Psychology]]></kwd>
<kwd lng="en"><![CDATA[Psychology Professors]]></kwd>
<kwd lng="en"><![CDATA[Psychologist Training]]></kwd>
<kwd lng="en"><![CDATA[Educational Psychology]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="es"><![CDATA[Psicología Escolar]]></kwd>
<kwd lng="es"><![CDATA[Profesores Universitários]]></kwd>
<kwd lng="es"><![CDATA[Educación, Psicólogo]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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