El psicólogo en el contexto escolar: relaciones entre formación y práctica profesional
Abstract
El proyecto “El psicólogo en el contexto escolar: relaciones entre formación y práctica profesional” (2010-2011) tuvo como propósito abordar la construcción del conocimiento profesional de los psicólogos graduados en la UNLP, que se insertan laboralmente en contextos escolares. En relación a ese proceso se focalizó en las relaciones entre formación y práctica profesional.
El estudio se centró en el proceso de profesionalización de psicólogos que trabajan en contextos escolares, particularmente de aquellos que se desempeñan en el marco de la Dirección General de Cultura y Educación de la Provincia de Buenos Aires. La investigación nos fue situando respecto al valor que la inserción laboral y trayectorias profesionales “en contexto” asumen en el proceso referido y por ende en la configuración de la identidad profesional.
El enfoque de investigación fue predominantemente cualitativo. El estudio se centró en la profesionalización de psicólogos graduados en la UNLP que se desempeñan como Orientadores Educacionales en contextos educativos de las localidades de La Plata, Berisso y Ensenada.
Se consideraron: la formación inicial y otras instancias de formación y desarrollo profesional, la inserción laboral y las trayectorias y prácticas profesionales en contextos institucionales, teniendo en cuenta la multiplicidad de atravesamientos históricos, sociales y culturales.
Abstract
“The psychologist in educational context: relationship between formation and professional practices” Project (2010-2011) had the purpose to investigate the professional knowledge construction of the psychologist graduated at UNLP who is labor inserted in educational context. Related to this process, the focus was the relationship between formation and professional practices.
The study centered in the professionalization process of the psychologists who work at educational context, particularly of those who develop their jobs at the General Direction of Educational and Culture of the Buenos Aires Province.
The investigation was placing us into the value that labor insertion and professional trajectories “in context” assumed in the mentioned process and therefore in the professional identity configuration.
The methodological approach of the investigation was qualitative. The study centered in the professionalization process of the psychologists graduated at UNLP who work as Educational Counselors in educational context of La Plata, Berisso and Ensenada districts.
The initial formation and other instances of training and professional development, the labor insertion, trajectories and professional practices in institutional context were considered taking into account the multiplicity of historical, social and cultural crosses.
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