1: Why Is It Necessary to Give Meaning to the Training of Psychologists?

This chapter offers a critical reflection on the scope of this work. It argues, in particular, that the act of becoming a psychologist—that is, giving meaning to the professional training of psychologists—is an urgent epistemological, ethical, and political task in the contemporary context. In a global scenario marked by technological acceleration, the rise of artificial intelligence, and educational models focused on efficiency, there is a growing risk of reducing professional training to the mere acquisition of technical competencies. In contrast to this instrumental logic, the chapter advocates for a hermeneutic understanding of training, conceived as a process of interpretation, subjective transformation, and the construction of professional identity. This is the conceptual framework that guides the discussions presented in this volume. From this perspective, psychology education cannot be separated from its cultural, historical, and experiential dimensions. The student is seen as an active subject who gives meaning to their formative journey through dialogue with institutional frameworks, disciplinary knowledge, and broader social conditions. The text problematizes the institutionalization of higher education and its effects on the uniqueness of the formative experience, warning against the risks of excessive normativity. Finally, the chapter proposes a hermeneutic approach to the teaching of psychology—one that privileges understanding, critical reflection, and dialogue as central pillars of learning.