This is the Training Plan for the Postgraduate Program in School Psychology and Human Development at the Institute of Psychology of the University of São Paulo.

Our program offers subjects and content that are totally related to its five Lines of Research, namely:

Learning and Human Development;
School Psychology, Education and Public Policies;
Educational Institutions and the Formation of the Individual;
Psychoanalysis and Politics: Culture and Human Development.

We will now present the curricular structure of the Program, together with its components and their articulation with the Program’s objectives and goals, as well as the articulation with the lines of research, already mentioned above.

The curricular structure and the syllabuses of the subjects offered by the program recognize and value the diversity of theoretical and methodological fields that make up these lines of the Program, which are thebases of work and production for both the Training Plan and the Curricular Structure.

The lines, then, offer this necessary space for a Specific Training Plan for each student, recognizing and respecting the specificities of the research objects, and the lines also manage a series of disciplines and activities aimed at developing general and specific competencies in order to achieve the program’s objectives.

The competences to be achieved through our Training Plan therefore recognize the specific characteristics of each student and each piece of research, and consist of eight competences

1st Basic mastery of the epistemology of science;
2nd Mastery of the methodology used in the research;
3º Mastery of the state of the art of the research topic from the theoretical perspective used;
4º Pedagogical training to teach classes;
5º Ability to carry out research;
6º Ability to guide research;
7º Ability to disseminate scientific knowledge, whether through bibliographical production, technical and technological products, social inclusion actions) or in terms of mastering information and communication technology tools for research;
8º Knowledge of different theoretical-methodological perspectives within the area of School Psychology and Human Development.

Our Training Plan also includes:

Firstly, that the student chooses to take the subjects that make it possible to develop the skills they need to develop their research project, taking into account their training, maturity, and the tools they need to carry out their project;

To do this, the student must, together with his or her advisor, draw up a Specific Training Plan at the very beginning of his or her entry into the postgraduate program, taking a course created precisely for this purpose: the Advanced Research Seminar (SAP), offered by various professors in the program.
From this subject onwards, the student is guided not only to dedicate himself to the bibliography necessary for his research, but also to take courses and carry out a set of activities that will enable him to build the competencies required for his training plan.

The list of all the courses offered by the program, as well as each skill theydevelop, the number of course credits that each master’s or doctoral student must obtain, as well as general information on teaching internships and mentoring practices, are available both from each advisor, in the program secretariat itself, in the program regulations, and there are also specific times when the graduate committee itself holds meetings to explain and reiterate this information (when the student enters the graduate program, for example).