Training in the field of social exclusion-inclusion processes in a Bachelor of Psychology; learning and challenges.

Abstract

This paper analyzes the main learnings and challenges experienced by undergraduate students in Psychology when taking a course focused on social inclusion practices in different areas. The methodology was the semantic matrix content analysis applied to 140 critical analyzes and 14 final reports of projects for inclusion. Learning linked to the understanding of exclusion-inclusion processes from different theoretical proposals, the various realities and action initiatives, and personal reflections are highlighted. The main challenges are linked to the generation of spaces to promote changes in attitude and networking. The results are discussed in terms of the contribution to training and the psychosocial impact in the contemporary context.