GABRIEL FILHO, L. T. O ensino de psicopatologia: a concepção de doença mental e reflexões a partir da experiência prática [The teaching of psychopathology: the conception of mental disorder and reflections based on practical experience]. Master’s Dissertation – USP. São Paulo (SP), 2015.
Available on: doi: 10.11606/D.47.2015.tde-12112015-155031
This work aims to explore how students of Psychology experience their first contact face to people with mental disorder, through the theoretical teaching and the participation in a traineeship part of an introductory class of Psychopathology, and how this experience influences their comprehension of this theme. On the introductory chapter, a historical trajectory of the theme of madness is followed to present the construction of the current provisions of the Brazilian Psychosocial Care Network and to discuss the place of madness for the subject and the importance of contact with others for recognition of the self and reality as determinants to face a possibility of rupture of self and reality. It is approached, then, the formulation of this student about the madness and the description of the traineeship proposal, central to this study that brings an innovative model for introducing students to this subject and practice in mental health. Aiming this objectives, the Thematic Drawing-and-Story Procedure [D-E (T)] was applied in 63 students and, face to the weekly monitoring of a group of six trainees in care offered to an user of a psychosocial care center, interviews were conducted before and after the period of practice. It also gathered the written reports on each session, performing the discourse analysis of the material. Initially, it is analyzed and discussed by the DE-t, followed by the analysis of the initial interviews, the weekly reports produced and, finally, the interviews after the end of the course. The results indicate a successive approximation of the student with mental disorders making it concrete. This initial image indicated the mentally ill as violent, sad, anguished face to existence and with little contact with reality. Over time, this distance and the little knowledge about the theme changed, and those students were able to have contact with the reality of the patient, and of the institution. Stands out, as well, the ambiguity between the availability of the student and the anxieties of this contact with mental disorder. At the end of this journey it was possible to observe the success of the proposed objective in reporting the course of these students approaching of the mental disorder, changes of their conception, and being available to this relationship, showing the importance of the parallel between theory and practice in psychopathology teaching.