Monitoring of curricular components with a philosophical focus in Psychology

Abstract

Monitoring in psychology courses has been a relevant experience for improving the quality of undergraduate teaching. The philosophical disciplines present in these courses could benefit from this kind of teaching program. The present study aims to analyze an experience of implementing monitoring in theoretical-philosophical curricular components in the psychology course. These components are present in the first year of the course, a phase marked by the adaptation of newcomers. Therefore, in the experience construction, the prediction was that students could present adversities when coming into contact with these themes, such as the complexity of debates and new academic language. Monitoring was used as a tool in educational practices to facilitate the communication process of students and teachers. The work was organized by two professors from a psychology course at the Federal University of Rio Grande do Norte (UFRN/FACISA), offering four voluntary scholarships over two years. The development of activities aimed to minimize students' difficulties, as well as incite and introduce historical and philosophical debates. During the intervention, autonomous teaching-learning was enabled for students, also providing teaching experience for monitors. With the conclusion of the activities, monitoring was consolidated as an effective mediation to achieve horizontality in academic relationships, with pedagogical gains for the participants, enabling the creation of subsequent initiatives in the study of psychology, epistemology, and other related areas. The current report demonstrates how similar practices can improve and improve the processes of student and professional training in Psychology courses.