Abstract

VIEIRA-SANTOS, Joene. Impact of National Curricular Guidelines on Psychology Education: a Literature Review. Psicol. Ensino & Form. [online]. 2016, vol.7, n.2, pp. 34-52. ISSN 2177-2061.  http://dx.doi.org/10.21826/2179-58002016723552.

Prior to the National Curricular Guidelines (NCG) approval, the academic education in Psychology was criticized due to the teaching focused only on the accumulation of knowledge and, therefore, dissociated from professional practice and socioeconomic reality. The present systematic review aims (1) to identify occurrences that suggest that the course turned to the development of skills and competences after NCG homologation and (2) to verify whether it came to consider Brazilian social demands. The analysis of 129 articles’ abstracts that dealt with academic education in Psychology, published between 2004 and 2014, showed that the academy has been concerned with the development of skills and competences and also with the fulfillment of diverse national social demands; there is, however, a long way to achieve an education which is more committed to social reality. Further research is suggested to reveal aspects that were not identified in this review and to deepen those described here.

Keywords : Psychology education; curriculum; literature review.

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