This PhD research aimed to understand the personal meanings that Pedagogy students at UFT
and USP build on the scientific concepts of learning and learning difficulties. To this end, we
carried out this investigation in two stages: the first was with bibliographic research and analysis
of the programs of the Psychology of Education disciplines of each of the Pedagogy courses
surveyed, as well as of the discipline plans of the interviewed teachers; and in the second stage,
we built the empirical corpus, performing data collection with semi-structured interviews with
eight students and a professor at the Federal University of Tocantins, and four students and a
professor at the University of São Paulo, for further analysis. This was carried out with the use
of the Content Analysis technique, according to Bardin (1977), and later interpreted based on
the historical and methodological theoretical and Marxist dialectical framework, specifically
that which bases Socio-historical Psychology. From these analyzes, it was possible to
apprehend the synthesis resulting from the confrontation between what is proposed by the
institutions as psychological knowledge necessary for teacher education, which are transmitted
by the teachers of the researched courses, and the ways in which students internalize these
contents on Educational Psychology, apprehended through the content analysis of their
speeches. The results of these analyzes showed, in general, that the scientific concepts related
to the learning process are, in large part, represented by students from ideological social
meanings. The content related to psychological knowledge, institutionally proposed for
Pedagogy courses, and executed by teachers through pedagogical activity is partially
assimilated by students in an instrumental and technical way. This is because they used concepts
in their explanations, often in a distorted, incomplete, fragmented way, which we understand to
be the result of the fact that these concepts were not meant in all their complexity and that,
therefore, are not part of the psychic processes that guide their activities. Therefore, we
emphasize the need to review the way the Psychology of Education disciplines are organized
in teacher education, so that they overcome psychologism and the fragmentation of their
teaching, which despite the various criticisms, continues to be carried out through the
presentation of the various psychological theories and their concepts, which end up being
applied in the educational context in a pragmatic way, without the appropriate appropriation of
its historical, political and social determinants.
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