Skip to main content
Log in

Contributions of Psychology to Social Transformation in Uruguay

  • Published:
International Journal of Group Tensions

Abstract

Like several countries in Latin America, Uruguay with democratic traditions and a large government administration endured not long ago more than a decade of military rule (1973–1984). That period and the subsequent restoration of democracy in the context of a global market economy have had a profound impact on the country and its society. After a description of the development of psychology and an overview of it in the last three decades, the economic and political situation of contemporary Uruguay is being examined. Psychology, in the context of a traditional academic opposition to center-right governments and against dictatorship, played a part in the restoration of democracy, social change, and the defense of human rights. A brief reflective examination of psychology's contributions to social change is articulated and some effects of societal changes on the education of psychologists are highlighted.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

REFERENCES

  • Adair, J. (1999). Indigenisation of psychology: The concept and its practical implementation. Applied Psychology: An International Review, 48, 403–418.

    Google Scholar 

  • Albernaz, L. Canfield, S. Comunale, V., Etchebehere, G., Fern´andez, J., Protesoni, A., Hounie, A., Reig´ia, M., & Steiner, E. (1998). Construcci´on cr´itica de la identidad professional [Critical construction of professional identity]. IV Jornadas de Psicolog´ia Universitaria, a diez añnos del Plan de Estudios (pp. 493–499). Montevideo, Uruguay: Facultad de Psicolog´ia, CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Ares Pons, J. (1999). Concepto de universidad en psicolog´ia [The concept of university in psychology]. In Equipo Docente del Curso de Universidad e Historia de la Psicolog´ia, Universidad. Universidad e Historia de la Psicolog´ia en el Uruguay (pp. 17–22). Montevideo, Uruguay: CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Cabezas, A., Mora, M., Cajigas, N., Fernandez, M.R., Gandolfo, M., Lubartowski, R., Prieto, G., Rudolf, S., Santini, H., Scarlatta, L., & Torres, C. (1998). Informe Diagn ´ostico de la Situaci´on Actual [Diagnostic report of present conditions]. Montevideo, Uruguay: Universidad de la República, Facultad de Psicología.

    Google Scholar 

  • Cajigas, N., Abreu, F., Fernández, D., Lans, A., Najson, S, & P´erez, L. (2001). Introducción a la investigación [Introduction to research] (CD-ROM). Montevideo, Uruguay: Facultad de Psicolog´ia, UDELAR.

    Google Scholar 

  • Cajigas-Segredo, N. & Luzardo, M. (1998). Estudio comparativo de los recursos y obligaciones de las ´areas y cursos no adscriptos a ´areas del Plan de Estudios de la Facultad de Psicolog´ia [Comparative study of assets and liabilities of the undergraduate curriculum courses at the School of Psychology]. IV Jornadas de Psicolog´ia Universitaria, a diez añnos del Plan de Estudios (pp. 485–492). Montevideo, Uruguay: Facultad de Psicolog´ia, CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Cammarota, G. (1999). La Universidad que se viene [The university that is coming]. In Equipo Docente del Curso de Universidad e Historia de la Psicolog´ia, Universidad. Universidad e Historia de la Psicolog´ia en el Uruguay (pp. 117–136). Montevideo, Uruguay: CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Carlevaro, P. V. (1999). El rol de la universidad y su relaci´on con la sociedad [The university role and its relationship with society]. In Equipo Docente del Curso de Universidad e Historia de la Psicolog´ia, Universidad. Universidad e Historia de la Psicolog´ia en el Uruguay (pp. 23–43). Montevideo, Uruguay: CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Carrasco, J. C. (1996). Exilios [About exiles]. Historia, violencia y subjetividad. III Jornadas de Psicolog´ia Universitaria (pp. 6–17). Montevideo, Uruguay: Facultad de Psicolog´ia, CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Carrasco, J. C. (1998). —Aproximaci´on descriptiva de fases o etapas en el desarrollo de la psicolog´ia uruguaya [Descriptive approach of the development stages of Uruguayan psychology]. In Equipo Docente del Curso de Universidad e Historia de la Psicolog´ia, Psicolog´ia. Universidad e Historia de la Psicolog´ia en el Uruguay (pp. 31–36). Montevideo, Uruguay: CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Castro, S. (1988). Conmemoración del 2?. aniversario del CIFA [Commemoration of the second anniversary of CIFA]. Revista del CIFA, No 1.

  • Castro, S. (1994). Psicología Social en el Proyecto Universitario [Social Psychology within the University Project]. Montevideo, Uruguay: Ed. Multiplicidades.

    Google Scholar 

  • Díaz-Loving, R. (1999). The indigenisation of psychology: Birth of a new science or rekindling of an old one? Applied Psychology: An International Review, 48, 433–449.

    Google Scholar 

  • El 44% de los uruguayos se ir´ia si pudiera conseguir trabajo en otro pa´is [44% of Uruguayans would leave the country if they had a job offer in another country]. (Nov. 23, (2000). Búsqueda, p. 63.

  • Entel, A. (2000, July, 7). La Escuela de Francfort en Am´erica Latina [The Frankfurt School in Latin America]. Brecha, pp. 19–21.

  • Fox, D., & Prilleltensky, I. (Eds.). (1997). Critical Psychology. An introduction. London, UK: Sage.

    Google Scholar 

  • Galaret, J. C. (2000). Psicobank [Sitio, directorio y buscador de psicolog´ia en Uruguay-Site, psychology directory, and search engine in Uruguay] [On-line] Available: http//www.psicobank.com/psicologia/Uruguay. Montevideo: J. C. Galaret, Psicobank [Producer and Distributor].

    Google Scholar 

  • Hajer, D., Bauer, M., Conde, D., D´iaz, O., Servetto, M, & Silva, M. I. (1991). Efectos psicol´ogicos de la dictadura en la enseñnanza. Modelos identificatorios y transferencia [Psychological effect of dictatorship in education: Identity models and transference]. Montevideo: Ed. Psi-Signos.

    Google Scholar 

  • Irrazábal, E. (1999). La dictadura uruguaya de 1973 a 1985 y la intervención de la Universidad de la República [The Uruguayan dictatorship from 1973 to 1985 and the intervention of the University of the Republic]. In Equipo Docente del Curso de Universidad e Historia de la Psicología, Universidad. Universidad e Historia de la Psicología en el Uruguay (pp. 87–116). Montevideo, Uruguay: CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Irrazábal, E. (2001). Breve reseña histórica de la Facultad de Psicología [Brief historical summary of the School of Psychology]. Montevideo, Uruguay: Facultad de Psicolog´ia, UDELAR [On-line]. Available: http//www.psico.edu.uy/historia.

    Google Scholar 

  • La izquierda debe discutir la inmobilidad de los funcionarios públicos dijeron Cancela y Quijano [The left must discuss the non-mobility of civil servants, Cancela and Quijano said]. (Nov. 30, (2000). B´ usqueda, p. 12.

  • Kim, U., Park, Y., & Park, D. (1999). The Korean indigenous psychology approach: Theoretical considerations and empirical applications. Applied Psychology: An International Review, 48, 451–464.

    Google Scholar 

  • Lans, A. (1999). Breve historia de la incorporación de la Psicología Social en la Universidad de la República [Brief history of the inclusion of Social Psychology in the University of the Republic] in A. Lans (Ed.), Comunidad: cl´inica y complejidad (pp. 13–20). Montevideo: Ed. Multiplicidades.

    Google Scholar 

  • Moghaddam, F. M. (1997). Change and continuity in organizations. In C. Granrose & S. Oskamp (Eds.), Cross-cultural work groups (pp. 36–58). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Moghaddam, F. M., & Harr´e, R. (1996). Psychological limitations to political revolutions: An application of social reducton theory. In E. Hasselberg, L. Martienssssen & F. Radtke (Eds.), Der Dialogbegriff am Ende des 20. Jahrhunderts [The concept of dialogue at the end of the 20th century] (pp. 230–240). Berlin: Hegel Institute.

    Google Scholar 

  • Ongel, U., & Smith, P. B. (1999). The search for indigenous psychologies: Data from Turkey and the former USSR. Applied Psychology: An International Review, 48, 465–479.

    Google Scholar 

  • Perdomo, R., & Constanzo, A. (1998). Accidentes, intentos de autoeliminaci´on y violencia social [Accidents, suicide attempts and social violence]. IV Jornadas de Psicolog´ia Universitaria, A diez añnos del Plan de Estudios (pp. 302–306). Montevideo, Uruguay: Facultad de Psicolog´ia, CEUP: Ed. Multiplicidades.

    Google Scholar 

  • Perdomo, R., & Pereiro, C. (1998). El principal problema de los j´ovenes hoy en el Uruguay [Today's main problems of youth in Uruguay]. IV Jornadas de Psicolog´ia Psychology and Uruguayan Transformation, Cajigas-Segredo 77 Universitaria, A diez añnos del Plan de Estudios (pp. 307–311). Montevideo, Uruguay: Facultad de Psicolog´ia, CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Perdomo, R., & Ruben, B. (1998). La dictadura militar uruguaya y los adolescentes de los 90 [The Uruguayan military dictatorship and the adolescents of the nineties]. IV Jornadas de Psicolog´ia Universitaria, A diez años del Plan de Estudios (pp. 398–403). Montevideo, Uruguay: Facultad de Psicolog´ia, CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Pérez Gambini, C. (1999). Historia de la psicolog´ia en el Uruguay. Desde sus comienzos hasta 1950 [History of psychology in Uruguay. From the beginning until 1950]. Montevideo, Uruguay: Arena.

    Google Scholar 

  • Pichon Riviere, E. (1971). Del psicoan´ alisis a la psicolog´ia social; El proceso grupal [From psychoanalysis to social psychology: The group process]. Buenos Aires: Nueva Visi´on.

    Google Scholar 

  • Poortinga, Y. (1999). Do differences in behaviour imply a need for different psychologies? Applied Psychology: An International Review, 48, 419–432.

    Google Scholar 

  • La Presidencia de la República provocó asombro al divulgar el monto de varios salarios del Estado [The Presidency of the Republic produced stupefaction by spreading the amount of some government salaries]. (Nov. 5, (2000). Búsqueda, 55.

  • Santo, M. (2000, October 19). ¿Por qué no se invierte? [Why is there no investment?]. Búsqueda, p. 2.

  • Scarlatta, L. (1998a). La Escuela Universitaria de Psicología [The University School of Psychology]. In Equipo Docente del Curso de Universidad e Historia de la Psicología, Psicología. Universidad e Historia de la Psicología en el Uruguay (pp. 83–93). Montevideo, Uruguay: CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Scarlatta, L. (1998b). La psicología universitaria [Academic psychology]. In Course of University and Psychology History Faculty Team, Psicología. Universidad e Historia de la Psicología en el Uruguay (pp. 53–66). Montevideo, Uruguay: CEUP, Ed. Multiplicidades.

    Google Scholar 

  • Stevens, M. J. (1998). Professional psychology after communism: The case of Romania. Professional Psychology: Research and Practice, 29, 300–304.

    Google Scholar 

  • Stevens, M. J. (2002). The interplay of psychology and societal transformation. International Journal of Group Tensions, 31(1), 5–29.

    Google Scholar 

  • Varsavsky, O. (1972). Hacia una pol´itica nacional [Towards a national scientific policy]. Buenos Aires, Argentina: Ed. Periferia.

    Google Scholar 

  • Wechsler, L. (1989, April 3 & 10). The great exception. I-Liberty. II-Impunity [two-partarticle]. The New Yorker, 43-85, 85–108.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Cajigas-Segredo, N. Contributions of Psychology to Social Transformation in Uruguay. International Journal of Group Tensions 31, 53–77 (2002). https://doi.org/10.1023/A:1014264717306

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1023/A:1014264717306

Navigation