PSYCHOSOCIAL PROCESSES IN PSYCHOLOGY TRAINING: A CRITICAL HISTORICAL-CULTURAL ANALYSIS OF NON-MONONORMATIVE CONJUGALITIES IN HIGHER EDUCATION

Abstract

Contemporary transformations in the ways in which intimacy is organized challenge historically naturalized conjugal models in Psychology training, especially the centrality of monogamy as an implicit parameter of normality. Considering the existing gap in the systematic problematization of mononormativity within higher education, this article investigates how the psychosocial processes involved in professional training participate in the construction of meanings about non-mononormative conjugal relationships. The aim is to critically analyze the constitution of professional consciousness in light of historical-cultural theory, articulated with the critique of mononormativity and a decolonial perspective. To this end, a qualitative theoretical study is conducted, based on a conceptual analysis of classic and contemporary works that discuss symbolic mediation, the coloniality of knowledge, and transformations of intimacy. It is observed that university education operates as a privileged space for the internalization of categories that structure the clinical gaze, potentially reproducing normative assumptions as well as fostering their critical problematization. It is concluded that the development of professional awareness depends on making explicit the historical mediations that underpin the conjugal categories taught, broadening the field of recognition of contemporary relational pluralities.