The teaching of Educational Psychology in undergraduate programs: a review of scientific production and current debates on Teacher education

Abstract

Psychology approaches the educational field with the aim of building a theoretical-methodological
framework that is closely aligned with the practices and reflections on the context of teaching and learning
processes. In this context, the figure of the teacher emerges as a somewhat closed and inflexible identity, often
perceived by common sense in a verticalized manner, as the sole bearer of knowledge. This article aims to
conduct a literature review, offering an analysis of the teaching of Psychology in teacher education programs
(licentiate degrees). Teacher education is understood not only as the systematization of scientific and formal
concepts and ideas, but also as a process that involves social, cultural, ethnic, racial, subjective, and collective
aspects of society. This is a qualitative and descriptive literature review, based on the analysis of articles that
address topics related to licentiate degrees and materials involving the teaching of Psychology.
The results show that teacher education and the teaching of Psychology within the educational field are traversed
by a wide range of themes, including childhood, processes of illness and medicalization, curricular practices and
organization, and the relevance of Psychology as a curricular component in teacher education.