Abstract
This article is result of research, its objective, recognize the present institutional guidelines and the program of Psychology teaching skills. Methodology, oriented under qualitative assumptions, the hermeneutic approach and interpretative research; held at two universities, which was reviewing three documents: the institutional education project, the educational project of the program and teaching status, looking for teaching competencies stipulated therein; confirming this information with interview with teachers of Psychology programs. Results, teaching competencies are missing or set forth in a very general way in guidelines and teachers are unaware of its existence in them. Conclusion, institutional documents under investigation, are evident in the institutions and is recognized for its quality, but are not of knowledge and management of teachers in the formation of the psychologist.
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