A comienzos de los `50 parecía haberse instalado la idea de que estaban dadas las condiciones para la creación de un espacio académico de enseñanza de la psicología (Plotkin, 2003). Entonces la Facultad de Filosofía y Letras era un lugar en el que la temática estaba incorporada, a partir de los planes deestudiodelascarrerasdeFilosofíayPedagogía(Buchbinder, 1997), a los que se sumaban los cursos dictados en la Facultad de Medicina y de Derecho de la UBA. Pero, la Facultad no hubiera logrado centralidad en el proceso de modernización que se iniciaba, de no haber mediado la transformación de la estructura curricular y académica que se operó a partir de 1956 y que le dio visibilidad, en un ambiente político y cultural que asignaba a la Universidad - por lo menos para ciertos sectores - un lugar de privilegio. Desde testimonios de profesores y estudiantes de entonces, se construye una versión de la creacióndelacarreraapartirdelapreexistenciadeinstituciones “psi”, la influencia de las experiencias desarrolladas en Rosario, laparticularidaddelauniversidaddel“post”55,lamodernización universitaria, las nuevas ciencias sociales y las presiones de los estudiantes. Palabras clave Modernización universitaria Transformación académica ABSTRACT HOW TO EXPLAIN - 50 YEARS LATER - THE CREATION OF THE COURSE OF STUDIES OF PSYCHOLOGY AT UBA At the beginning of the 50s, there was the idea that the conditions had been met for the creation of an academic space for the teaching of psychology (Plotkin, 2003). At that time, the School of Philosophy and Arts was a place where this subject had been incorporated, due to the curricula of the course of studies of Philosophy and Pedagogy (Buchbinder, 1997) as well as the courses at the School of Law and Medicine at UBA. However, the School would not have obtained the centrality in the modernization process, which was beginning, if there had not been a transformation of the academic and syllabus structure, happening as form 1956, and which occurred in a cultural and political atmosphere which granted to the University - at least by certain areas - a privilege place. With the testimony given by professors and students, a version of the creation of the course of studies has been rebuilt, taking into account the preexistence of “psy” institutions, the influence of the experiences developed in Rosario, the characteristics of the “post 55” university, the university modernization, the new social sciences and the pressures by students. Key words Modernization process Academic transformation