El proceso de formación en políticas públicas desde la facultad de psicología de la Universidad Santo Tomás: un análisis desde las representaciones sociales

Abstract

Psychology is a discipline that has historically contributed to the understanding of human behavior, social dynamics, and the factors that influence individuals’ quality of life. Professional practice has traditionally focused on legal, educational, community, and health-related contexts, addressing complex social issues. However, contemporary social changes require professionals who can move beyond conventional intervention settings and actively participate in broader transformation processes within institutions and society as a whole. It is within this context that public policies become particularly relevant, as they cut across multiple dimensions of society and seek to address social problems and population needs through coordinated actions involving both individuals and institutions. Despite this relevance, psychologists’ participation in the formulation, implementation, and evaluation of public policies remains limited and insufficiently visible. This situation raises important questions regarding how this subject is addressed during the university education of future professionals. Universities play a fundamental role in the training of psychologists, as they are responsible for preparing professionals capable of responding to current and future social needs. In the field of psychology, this involves not only the development of theoretical and technical knowledge but also the promotion of competencies related to critical thinking, social commitment, interdisciplinarity, and an understanding of the political processes that shape human problems. Consequently, there is a need to understand how the relationship between psychology education and public policy is configured within the educational process. For this reason, the present study seeks to analyze the social representations held by different members of the Faculty of Psychology at Santo Tomás University regarding the process of education and training in public policy. Social Representations Theory suggests that individuals construct shared knowledge, attitudes, and meanings that guide the ways in which they interpret and act upon their reality. Exploring these social representations makes it possible to understand how different actors perceive the role of the university in public policy education and to identify the opportunities and limitations associated with its incorporation into psychological practice. The findings presented in this study make it possible to identify dichotomies, gaps, and opportunities related to education and training in public policy, as well as reflections concerning comprehensive education, interdisciplinarity, the role of the university, and psychologists’ participation in settings that promote social transformation. In this way, the study aims to contribute elements that encourage reflection on contemporary educational processes and on the possibility of strengthening psychologists’ involvement in spaces where their knowledge can contribute to the development of responses to current social challenges.