Docência no Ensino Superior: concepções de docentes fisioterapeutas
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Data
2019-12
Autores
Orientador
Schwertner, Suzana Feldens
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Resumo
O exercício da docência em saúde é carente de formações direcionadas para desempenhar esta
prática (CASTANHO, 2002; BORRASCA; MOYA; LABAO, 2016). Dessa forma, o presente estudo tem o objetivo de analisar as reflexões de fisioterapeutas docentes sobre o exercício da docência no Ensino Superior. A presente pesquisa teve abordagem qualitativa, descritiva, do tipo estudo de caso. Foram convidados a participar da investigação os docentes fisioterapeutas atuantes no curso de Fisioterapia de uma instituição de Ensino Superior particular da cidade de Vitória da Conquista – Bahia, no ano de 2019. Foram excluídos da pesquisa todos os docentes fisioterapeutas que tinham menos de seis meses atuando na instituição, ou aqueles que após três tentativas de contato pela pesquisadora não apresentaram disponibilidade de data/horário para coleta de dados; ou ainda, os docentes que desistiram de prosseguir durante alguma etapa do processo investigativo. A produção de dados só teve início após a aprovação do projeto no Comitê de Ética em Pesquisa da Univates. Inicialmente, foram solicitados dados sociodemográficos dos participantes e em seguida foi realizada, pela pesquisadora, uma observação sistemática durante uma aula de cada participante, seguida da realização da entrevista semiestruturada. A presente pesquisa utilizou a Análise Textual Discursiva (MORAES; GALIAZZI, 2011), produzindo subsídios importantes para construção de
discussões acerca das concepções de docentes fisioterapeutas sobre sua atuação no Ensino Superior. Após análise dos resultados e discussões, pode-se perceber que a maioria dos fisioterapeutas possui mais de cinco anos atuando como docentes, não realizou formação pedagógica e muitos não se atentaram à importância dessas formações para o processo de ensino e de aprendizagem. Eles relataram desenvolver a docência inspirados nos mestres que tiveram enquanto discentes. Além disso, a maior parte dos participantes realizou aula expositiva como metodologia no dia da observação, apesar de, na entrevista, afirmarem utilizar também outras estratégias de ensino. Quando questionados sobre as concepções da docência no Ensino Superior, eles abordaram a importância do encantamento, motivação e incentivo aos discentes, para transformá-los em profissionais comprometidos socialmente. Entretanto, durante as observações das aulas, apenas uma docente se destacou apresentando perfil questionador, crítico e reflexivo. A maioria deles desconhecia o que abordava no Projeto Pedagógico do Curso, não conseguindo relacioná-lo com a docência. A presente pesquisa sugere que novos estudos sejam realizados destacando a importância de formações pedagógicas para docentes do Ensino Superior. Além disso, recomenda que os docentes incentivem seus alunos a adquirirem conhecimento prévio do conteúdo; que diversifiquem as estratégias de ensino, utilizando postura provocativa, com perfil criativo, crítico, reflexivo, estimulando seus discentes a apresentarem a mesma postura. Indica, também, que os professores conheçam e contribuam com o Projeto Pedagógico do Curso, realizem autoavaliações e reflexões sobre o desempenho docente, ouvindo também a opinião dos seus alunos; que incentivem, motivem, provoquem e encantem os discentes todos os dias, para transformar a vida deles, tornando-os profissionais comprometidos com a sociedade.
The practice of health educationis lacking training directed to perform this practice (CASTANHO, 2002; BORRASCA; MOYA; LABAO, 2016). Thus, this study aims to analyze the reflections of teaching physiotherapists on the exercise of teaching in Higher Education. This research had a qualitative, descriptive case study approach. Physical therapy professors working in the Physical therapy course of a private higher educationinstitution in the city of Vitória da Conquista - Bahia, in 2019, were invited to participate in the research. All physical therapy professors who had less than six months working in the institution, or those who after three attempts of contact by the researcher did not have availability of date / time for data collection; or even, the professors who gave up to continue during any stage of the investigative process, were excluded. Data collection began only after the project was approved by the Univates Research Ethics Committee. Initially, participants' sociodemographic data were requested and then, by the researcher, a systematic observation was made during a class of each participant, followed by a semi-structured interview. This research used the Discursive Textual Analysis (MORAES; GALIAZZI, 2011), producing important subsidies for the construction of discussions about the conceptions of physical therapists teachers about their performance in Higher Education. After analyzing the results and discussions, it can be seen that most physical therapists have more than five years working as professors, did not perform pedagogical training and many did not pay attention to the importance of these training for the teaching and learning process. They reported developing teaching strategies inspired by the professors they had as students. In addition, most participants held lectures as a methodology on the day of observation, although in the interview they also claimed to use other teaching strategies. When asked about the conceptions of teaching in higher education, they addressed the importance of enchantment, motivation and encouragement to students, to transform them into socially committed professionals. However, during the observations of the classes, only one professor stood out presenting a questioning, critical and reflective profile. The vast majority of them were unaware of what they were talking about in the Pedagogical Project of the Course, and could not relate it to teaching. This research suggests that further studies should be conducted highlighting the importance of pedagogical training for higher education teachers. It also recommends that teachers encourage their students to gain prior knowledge of the content; that diversify the teaching strategies, using provocative posture, with creative, critical, reflective profile, encouraging their students to present the same posture. It also indicates that professors know and contribute to the Pedagogical Project of the Course, conduct self-assessments and reflections on teaching performance, also listening to the opinion of their students; that encourage, motivate, provoke and enchant students every day, to transform their lives, making them professionals committed to society.
The practice of health educationis lacking training directed to perform this practice (CASTANHO, 2002; BORRASCA; MOYA; LABAO, 2016). Thus, this study aims to analyze the reflections of teaching physiotherapists on the exercise of teaching in Higher Education. This research had a qualitative, descriptive case study approach. Physical therapy professors working in the Physical therapy course of a private higher educationinstitution in the city of Vitória da Conquista - Bahia, in 2019, were invited to participate in the research. All physical therapy professors who had less than six months working in the institution, or those who after three attempts of contact by the researcher did not have availability of date / time for data collection; or even, the professors who gave up to continue during any stage of the investigative process, were excluded. Data collection began only after the project was approved by the Univates Research Ethics Committee. Initially, participants' sociodemographic data were requested and then, by the researcher, a systematic observation was made during a class of each participant, followed by a semi-structured interview. This research used the Discursive Textual Analysis (MORAES; GALIAZZI, 2011), producing important subsidies for the construction of discussions about the conceptions of physical therapists teachers about their performance in Higher Education. After analyzing the results and discussions, it can be seen that most physical therapists have more than five years working as professors, did not perform pedagogical training and many did not pay attention to the importance of these training for the teaching and learning process. They reported developing teaching strategies inspired by the professors they had as students. In addition, most participants held lectures as a methodology on the day of observation, although in the interview they also claimed to use other teaching strategies. When asked about the conceptions of teaching in higher education, they addressed the importance of enchantment, motivation and encouragement to students, to transform them into socially committed professionals. However, during the observations of the classes, only one professor stood out presenting a questioning, critical and reflective profile. The vast majority of them were unaware of what they were talking about in the Pedagogical Project of the Course, and could not relate it to teaching. This research suggests that further studies should be conducted highlighting the importance of pedagogical training for higher education teachers. It also recommends that teachers encourage their students to gain prior knowledge of the content; that diversify the teaching strategies, using provocative posture, with creative, critical, reflective profile, encouraging their students to present the same posture. It also indicates that professors know and contribute to the Pedagogical Project of the Course, conduct self-assessments and reflections on teaching performance, also listening to the opinion of their students; that encourage, motivate, provoke and enchant students every day, to transform their lives, making them professionals committed to society.
Descrição
Palavras-chave
Ensino Superior; Docência; Fisioterapeutas; Higher Education; Teaching Physiotherapists
Citação
MOURA, Juliana Braga Facchinetti. Docência no Ensino Superior: concepções de docentes fisioterapeutas. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2019. Disponível em: http://hdl.handle.net/10737/2880.