Reflections on teaching in phenomenology in the scenario of prejudices to approaches in psychologist training

Abstract

This essay was written considering our experience of more than 25 years as a professor in undergraduate Psychology programs, from which we have always witnessed situations involving prejudices to different approaches. These situations make teaching-learning processes unfeasible, limiting openness to difference, and interfering with the process of identity construction of the future psychologist, in addition to compromising the mental health of those who face these prejudices in the workplace and the ethic of this profession in education institutions in Brazil. Therefore, our objective was to reflect on the teaching subjects related to phenomenology in undergraduate Psychology programs in the face of paradigmatic prejudices, presenting proposals on how professors can intervene in this scenario and mobilize students to critically and ethically develop knowledge of the various approaches. The reflective exercise led us to present concrete alternatives for pedagogical practices in these subjects, in addition to concluding that as the bases for the construction of professional identity are permeated by the perception of time, place, the other, and oneself, the teaching of phenomenology must prioritize activities that expand students’ ethical perception of the plurality of psychological practice.