The Faculty of Psychology and Educational Science at the University of Porto (FPCEUP) recently celebrated its 30th anniversary, which makes me reflect on the history of a revolutionary peoples and their pursuit of education, with my chosen field. Thirty years ago they rose from the ashes of a fascist regime, and the Portuguese began to work, while few were educated. Women were given access to all professions, the right to vote, and up sprang the Faculty Psychology and Educational Science at the University of Porto, as we know it today (more or less).
In discussing the history of psychology within the public university system with many students here–I believe it central to the theoretical framework (both clinical and scientific practice) of the Portuguese.
Moreover, I find this important for me, as a foreigner studying here, to understand. Psychology in Portuguese public universities came about by support from the institute of Applied Psychology, Portuguese Society of Psychoanalysis, and the Portuguese Society of Psychology (please correct me if I am wrong!). Though they are later coming to scientist-practitioner scene than psychologists from other countries; the Portuguese’s multifaceted influences, and the sociopoliticohistorical (yes, I made that word up) milieu at the time of degree establishment may not be a short coming.
The Portuguese have a chance to learn from other nations’ successes and short comings. From my experiences here, many strive for what American students are taught in our Doctoral programs: empirical investigation and “scientific method”, in the vein of the APA.
I wish continued success to FPCEUP, and continued development of scientists and practitioners within this burgeoning faculty.
…On a lighter note
Porto is filled with medieval fountains –which once sustained the life of its people; and now sustain the life of the students: in Gomes Teixera Square.
In front of the University Rectory lies the “Source of the Lions”, where students participate in fraternal exercises –a rite of passage to a higher level of knowledge.
For a brief period I was enveloped by this culture, acting as “Godmother” to one of the pupils. Through a series of Latin phrases, swaths of water, and capes, I participated in a baptism, and watched one young man be indoctrinated into academic society. With an education which many take for granted, this ceremony –complete with traditional garb– struck me as particularly poignant in a country which so recently struggled for the right to freely learn.
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