Psychology and teacher training

evoked memories about the educational psychology subject

Abstract

The subject Educational Psychology integrates the mandatory curricular matrix of teacher training courses. The objective of this study was to interpret the potential of the teaching of psychology to contribute to future teachers to forge a teaching praxis based on pedagogical proposals that aim at human emancipation. Based on the theoretical framework of Cultural-Historical Psychology and using cores of meaning, this article analyzed the undergraduate students' spontaneous memories related to the subject psychology offered in their courses. The senses attributed to the teaching of this specific area revealed that the classes presented the theoretical foundations of this field of knowledge, problematized everyday issues and values underlying the social relationships experienced in school spaces, leading to the widening of the future teachers’ interpretive horizons. The undergraduate students' reports also revealed that the psychology classes were permeated by discussions and debates, highlighting the diversity, the interaction, the exchange of ideas, and emphasizing the dialogic character of this formative experience.