Nowadays, many courses are in full development, trying to finish the implantation or evaluating their curricula, as determined by the new Curriculum Guidelines, which were approved by the Ministry of Education in 2004. The elaboration of the Curriculum Guidelines marks an important and historical process to the Brazilian psychology. Those guidelines had been produced by debates, involved power relations and intense negotiations among different actors/authors and institutions. This process, like every historic and collective process, was marked by advances and setbacks. This work explores, by analysis of the new Curriculum Guidelines, observations and conversations with teachers and students from various courses in the country, as well as two concepts of Curriculum Guidelines in psychology: skills/abilities and the curricular emphases. By my argument, the technological devices of the curriculum are produced by certain practical rationality, with specific forms of government. I propose to reframe these concepts which provide training in psychology oriented to a generalist profile, linked to local contexts of production of social professional practices, expanding the concept of competence to language competence, which is originated in ethnomethodology, and ethical competence. We have to celebrate these 50 years of the professional regulation and the first national curriculum for courses in psychology. However, about the formation, perhaps we don't have much to celebrate.
Psychologist education; Curriculum; Psychology Education; Dialogue; Competence; Higher education