PROFESSIONAL SUBJECTIVATION IN PSYCHOLOGY INTERNSHIPS: A HISTORICAL-CULTURAL ANALYSIS

Abstract

Considering the centrality of supervised internships in Psychology training, this article analyzes the process of professional subjectivation in light of historical-cultural theory. It starts from the understanding that human development is socially mediated and that professional constitution is not reduced to the acquisition of technical skills, but involves the appropriation of historical objectifications of the profession and the reorganization of the consciousness of the subject in training. The objective is to discuss how the concepts of mediation, internalization, learning, and Zone of Proximal Development, formulated by Vygotsky, contribute to understanding becoming a psychologist as a dialectical and historical process. This is a theoretical-analytical study based on historical-dialectical materialism and authors of Historical-Cultural Psychology. It is argued that the supervised internship is configured as a privileged space for formative mediation, in which development and learning, theory and practice, singularity and collectivity are articulated. It is concluded that professional subjectivation emerges as a relational and historical process, requiring that training in Psychology be understood beyond the instrumental dimension.