Práticas de aprendizagens integradoras no Ensino Superior como um direito de todos: análise das experiências de inclusão nos cursos de Psicologia na perspectiva da teoria da complexidade e da transdisciplinaridade

Abstract

The research explained in this article had the general objective of investigating the pedagogical practices developed in the psychology course offered at the Federal University of Alagoas (UFAL) and its approximations with the Integrative Learning Practices brought by Alves (2016) that contribute to an inclusive process that understands the subject beyond its cognitive dimension. Methodologically, it was a qualitative research of the exploratory type. As a data collection instrument, the structured interview was used in which it was applied with psychology professors at UFAL. The data were treated based on the content analysis framework and interpreted in the light of the theoretical framework of complexity, transdisciplinarity and integrative and inclusive learning practices (PAII). The contents emerging in the speeches of the research subjects are close to the PAII, since they share the subject's perception beyond a single dimension. Despite this, there is a need to expand studies that focus on this topic. Finally, we perceive the openness of the interviewed professionals to discover new ways of teaching and learning using creativity as a fundamental subsidy in the construction of knowledge. This allows us to think about the existence of a dedication to carry out pedagogical practices that surpass traditional teaching strategies.