Projetos políticos pedagógicos em Goiás: formação entre a teoria e a prática em saúde

Abstract

This is a documentary research study with a qualitative approach, based on the content analysis proposed by Bardin. The general objective was to understand the theoretical and methodological concepts in health present in the Pedagogical Projects of Courses (PPCs) in Psychology from higher education institutions, both public and private, in the State of Goiás, in order to analyze how the training proposes the development of the psychology professional to operate in health contexts. Specific objectives included analyzing the courses' goals, teaching methodologies, and theoretical approaches to understand how these elements are articulated within the curriculum matrix and how they relate to health perspectives. Thus, the sample consisted of nine PPCs from higher education institutions in the state. The results indicate that although the courses present diverse training proposals, significant weaknesses persist in the integration between theoretical content and pedagogical practices aimed at the health field. There is also a noticeable absence of clear guidelines to guide this articulation, which may contribute to fragmented training and difficulties for future professionals to operate critically and contextually in health services. The research also highlighted challenges related to transparency and the public availability of these documents, contradicting legal requirements and hindering access for the academic and scientific community to training proposals. In light of this scenario, the importance of the Ministry of Education (MEC) exercising stricter oversight over the publication and updating of PPCs is emphasized. It is concluded that the need for a training structure that ensures the centrality of health not only as a field of action but as a set of theories, practices, and competencies fundamental to the professional identity of psychologists remains. It is emphasized that this positioning demands an appreciation of interdisciplinarity as a formative matrix, capable of fostering dialogues between different fields of knowledge and, at the same time, preparing future professionals for contextualized action in the complex social and health demands.