Pedagogía del cuidado en la formación de estudiantes de psicología

Abstract

Reviews and research developments in caring and pedagogy of caring in the country show an approach in initial, primary, and secondary education, but the guidelines for vocational training are not identified; in the case of the health, social and human sciences where psychology is located, the approach to caring is focused from a welfare perspective, evidencing both a reductionist view and limiting the actions of professionals. From this, various tensions have been generated and gaps have been identified in the training, which are mentioned in the development of the introduction and the first chapter, giving rise to the research question ¿What guidelines of the pedagogy of caring are required for the process of training psychology students? In response to the question, chapter two presents philosophical, epistemological and educational theories related to care, including contributions from complexity to the understanding of caring due to its interrelational framework and ending with the proposal of the gear between the pedagogy of care and critical pedagogy as an alternative to the understanding of the phenomenon studied. The third chapter supports the choice of the multimethod methodological paradigm (Hamui-Sutton, 2013) from the mixed nested approach proposed by Driessnack, Sousa and Costa (2007 cited by Pereira Pérez, 2011) and the integration of knowledge from the triangulation of sources and data (Leal, 2009), which involves the use of multiple collection techniques to study a specific problem. Chapter four contains the description of the main findings around the attributes and elements of the pedagogy of care in the five psychology training programs analyzed, as well as the representations and practices of care identified in students and teachers. Chapter four ends with the approach of the guidelines of the pedagogy of care for the training of psychologists focused on three axes, students, teachers, and family. Finally, the conclusions are presented, where the inclusion of emerging concepts from the pedagogy of care and critical pedagogy is put into the educational panorama, where it is possible to think about a new perspective of the professional practice of the teacher and the role of the student in his training process, seeking to transform educational practices and values and bearing in mind the change that this can produce in the conformation of social structures.