Fenomenologia e Transdisciplinaridade: contribuições para a formação em Psicologia

Abstract

Introduction: The current brazilian education in psychology has been unsatisfactory for many, for several reasons. Among these, we have identified, in our experience, inconsistencies between the formation and the lived reality and a strong scarcity of dialogue, freedom of thought, harmony and unity between the different knowledges and approaches that make up psychology. Common literature criticism, however, does not reach the major crisis that underlies all these minor dissatisfactions. Faced with these questions, we started to problematize the lack of human meaning in general knowledge and in psychology formation. As a possibility to answer those problems, we found the Phenomenology of Edmund Husserl as a rescue of this neglected meaning and the Transdisciplinarity of Bassarab Nicolescu as a procedural movement of organization of knowledge that welcomes specialization, through disciplinarity; cooperation, through multidisciplinarity; connection and sharing, through interdisciplinarity; and freedom and transcendence of meaning through transdisciplinarity. Thus, through the qualitative theoretical-bibliographic methodology, we analyzed some of the possible contributions of phenomenology and transdisciplinarity to psychology formation. Along this path, 1. We clarified the main methods and concepts of both phenomenology and transdisciplinarity, analyzing their connections for a phenomenological-transdisciplinary perspective of human formation; 2. We reflected on how this dialogue allows the possibility of a (re)unification of psychology, transitioning from the idea of “separation” to “distinction”, and from “cutting out” to “focusing”; 3. As a result of this complex dialogue, we elaborated the idea of a phenomenological-transdisciplinary foundation that aims to assist in theoretical and practical formation in psychology. In this sense, a formation envisioned based on this proposal points to the importance of integrating formation for the self (autoformation), for the other (heteroformation) and for the environment (ecoformation), capable of covering the four pillars of Unesco and dialoguing with the most current brazilian DCN. Finally, we briefly proposed some directions that apply to the practical-formative world through four possible paths that are not mutually exclusive: a) The “deinstitutionalizing” path, which implies a gradual transition from institutional control to its support; b) The “university” path, which explores the possibility of a gradual approximation of the basic project of universities to a phenomenological-transdisciplinary proposal; c) The “curricular” path, which reflects a reinvention of the pedagogical curriculum of psychology, reorganizing it in modules able to reflect the intentional experiences specific to the area according to Phenomenological Psychology, such as awareness, perception, affectivity, motivation and recall; d) The “extracurricular” path, which discusses the possibility of external approaches to phenomenological-transdisciplinary dialogue to the current academic system. As a result of this research, we understood that phenomenology and transdisciplinarity allows us to glimpse, with clarity and security, an auto-hetero-ecoformative proposal in psychology that is simultaneously and irreducibly rigorous, human and free.