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A disciplina Psicologia da Educacao e um dos componentes curriculares dos cursos de licenciaturas. Por oferecer conhecimentos teorico-praticos referentes aos processos de desenvolvimento e aprendizagem que permeiam a dinâmica educador-conhecimento-educando no contexto escolar, conhecimentos estes imprescindiveis a formacao de professores, tem-se constituido obrigatoria nestes cursos. Contudo, a realidade tem mostrado algumas posturas de professores que defendem a reducao da carga horaria e / ou a retirada desta disciplina do curriculo das licenciaturas. Este artigo objetiva tecer algumas consideracoes acerca da necessidade da disciplina Psicologia da Educacao nos cursos de formacao de professores, a partir de uma pesquisa realizada sobre o papel que os alunos de diferentes licenciaturas da UFPI atribuem a citada disciplina no seu processo de formacao docente. Os dados coletados atraves da Tecnica de Associacao Livre de Palavras e do questionario e analisados com base em Aguiar (1990), Azzi e Sadalla (2002), Carvalho (2006), Lima (1990), Penteado (1980), Santome (1998), Severino (1996), entre outros, revelam que, em geral, os sujeitos apresentam uma visao positiva da disciplina, avaliando-a como importante e necessaria, com conteudos atualizados e significativos para a pratica educativa; consideram o aprendizado na disciplina proveitoso e fundamental na sua formacao; e defendem a sua permanencia na grade curricular dos seus cursos. Tais resultados reafirmam o papel que a Psicologia da Educacao desempenha na formacao docente, servindo de subsidios para fundamentar melhor discussoes e posturas acerca da insercao e permanencia dessa disciplina nos cursos de licenciaturas. Palavras-chave : Psicologia Da Educacao. Curriculo. Licenciatura. ABSTRACT The Educational Psychology is one of the curricular components of the teacher training courses. By offering theoretical and practical knowledge regarding the development and learning processes that underlie the dynamic knowledge-educator-learner in the school context, these knowledge essential to teacher training, has made important and obligatory in these courses. However, reality has shown some attitudes of teachers who advocate the reduction of working hours and / or withdrawal of this discipline curriculum of the degree courses. This article aims to make a few remarks about the need  of the Educational Psychology course in teacher training courses, from a survey executed on the role that students of different majors courses of UFPI attribute to this course in its process teacher training.The data collected through the Word Free Association Technique and questionnaire and analyzed based on Aguiar (1990), Azzi and Sadalla (2002), Carvalho (2006), Lima (1990), Penteado (1980), Santome (1998), Severino (1996), among others, reveal that, in general, partcipants present a positive view of course, evaluating it as important and necessary, with updated and meaningful contents for educational practice; considering the learning the useful and important discipline in their training; and defend their permanence in the curriculum of their courses. These results reaffirm the role that Educational Psychology plays in teacher training, serving subsidies to support better discussions and positions on the entry and permanence of this discipline in bachelors courses. Keywords: Educational Psychology. Curriculum. Graduation.

A Psicologia da Educação no Currículo das Licenciaturas sob o Olhar de Licenciandos da UFPI