The practice of Phenomenological Psychology in Amazonas:

the Psychological Duty in public schools and its pluridimensionality

Abstract

Psychological practice consists of reaching out to the other based on the encounter that is established between both. The objective of this article is to present the practice of Phenomenological Psychology based on the insertion of students in psychological services in public schools. To this end, the entire conceptual basis related to Phenomenology proposed by Husserl, Heidegger and Merleau-Ponty is rescued. The perspective of the Three Perspectives that embodies the relational configuration experienced in the activity is presented. It is clear that immersing ourselves in the relationship with the adolescent, based on this clinical proposal, is a continuous challenge, since it presupposes that we leave our locus of looking at the other only from diagnostic hypotheses, reductionisms or minimalism of frameworks, to experience a relationship in which the understanding of the lived experience is the foundation. It is concluded that for the student in training and for the Psychology professional who dares to embrace the perspective in question, it means understanding that the human being should not be observed as human nature, as a human condition, but as an achievement.

a series of different perspectives on the human being, the object of study. One of them, Existential Phenomenology, presupposes