Concepções de práticas docentes de professores que vivenciaram a transição curricular no curso médico da Unimontes
Data
2010
Autores
Souza, Anderson Gonçalves de [UNIFESP]
Orientadores
Sonzogno, Maria Cecília [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
No ano de 2002, o Curso Médico da UNIMONTES passou por uma grande transformação com a mudança de currículo, abandonando uma metodologia tradicional de ensino e passando a utilizar uma metodologia ativa, baseada no ABP (Aprendizado Baseado em Problemas). É interessante ressaltar que muitos dos docentes do currículo tradicional, embora tivessem migrado para essa nova metodologia, davam a impressão de que continuavam a praticar o currículo tradicional dentro de uma metodologia ativa. A fim de estudar sobre semelhantes questões, foi realizada, neste trabalho, uma revisão dos documentos relativos a políticas públicas de educação que norteiam as tomadas de decisões sobre currículo, projetos pedagógicos (LDB, Diretrizes Curriculares para o Curso de Medicina, as Conferências Internacionais de Saúde), bem como o processo de ensino-aprendizagem, habilidades, competências e atitudes. Objetivou-se analisar a concepção de ensino-aprendizagem dos docentes do curso médico da UNIMONTES. Para tanto, desenvolveu-se uma pesquisa quantitativa e qualitativa, com predomínio do caráter qualitativo devido ao enfoque a questões sociais. Esta pesquisa foi realizada na UNIMONTES (Universidade Estadual de Montes Claros) e os sujeitos que a constituíram foram os professores, docentes do curso médico antes da mudança de currículo que ocorreu no ano de 2002, e que continuaram docentes de conteúdo específico no ABP. Além disso, foram aplicados questionários com questões objetivas, estruturadas para avaliar idade; formação didática e profissional; tempo de docência; capacitação para trabalhar com metodologias ativas e questões dissertivas nas quais os professores falavam sobre os documentos oficiais (LDB e Diretrizes Curriculares para o Curso de Medicina), as Conferências Internacionais, o processo de ensino-aprendizagem, as metodologias ativas e os currículos como meio de aprendizagem. Como resultados, notou-se a existência de uma população heterogênea com formação diversa, predominando o número de especialistas em relação ao número de mestres, destacando que a grande maioria participou de alguma formação para trabalhar com metodologia ativa. Porém, pouco se conhece sobre os Documentos Oficiais que regem a educação brasileira, bem como a importância das Conferências Internacionais para a Saúde. Existem concepções equivocadas sobre o processo de ensino-aprendizagem e existem diferenças na forma de trabalhar as habilidades, competências e atitudes. Entende-se que o ABP propicia maior oportunidade de aprendizagem, pois leva o estudante a ser mais crítico e a buscar ativamente o conhecimento. Nota-se que houve um progresso dentro da UNIMONTES com a adoção de metodologia ativa no curso médico; entretanto, há necessidade de maior capacitação docente, tanto por treinamentos internos com cursos de aperfeiçoamento para trabalhar com metodologias ativas quanto com a profissionalização dos docentes com titulações de mestres e doutores.
In 2002, UNIMONTES’s medical course had a major transformation with the curriculum change, setting aside a traditional methodology of teaching and starting to use an active methodology, based on PBL (Problem Based Learning). It is interesting to emphasize that many of the teachers of the traditional curriculum, although had migrated to this new methodology, they gave the impression that they continued to practice traditional curriculum within an active methodology. In order to study on similar issues, it was made, in this work, a review of documents relating to public politics education that guide made decisions about curriculum, pedagogic projects (LDB, Curriculum Guidelines for Medical School, International Conferences of Health), as well as the teaching-learning process, skills, competences and attitudes. The objective was to study the conception of teaching and learning of teachers in UNIMONTES’s medical course. For this purpose, we developed a quantitative and qualitative research, predominantly qualitative due to emphasis to social issues. This research was carried out in UNIMONTES (Universidade Estadual de Montes Claros) and people, that formed her, it was teachers, teachers of medical course before the curriculum change occurred in 2002, and they continued teachers of particular content at PBL. In addition, questionnaires were applied with objective questions, structured to evaluate age; didactic and professional formation; teaching time, training to working with active methodologies and essay questions in which teachers mention about the official documents (LDB and Curricular Guidelines for Medical School, International Conferences, the teaching-learning process, active methodologies and the curriculums as a means of learning. As results, it was noted the existence of a heterogeneous population with diverse training, predominating number of specialists in relation to the number of masters, highlighting that the majority participated some training to work with active methodology. However, little is known on Brazilian Government Official Documents about education, as well as the importance of International Conferences to Health. There are conceptions about teaching and learning process and there are differences in the way of working abilities, competences and attitudes. It is understood that PBL provides a greater learning opportunity, because it makes possible for the student to be more critical and to look for knowledge in an active way. Is noted that there was a progress in the UNIMONTES with the adoption of active methodology in medical course, however there is need more teacher training, both through internal training with specialization courses to work with active methodologies and with a professionalization of teachers with masters and doctors degrees.
In 2002, UNIMONTES’s medical course had a major transformation with the curriculum change, setting aside a traditional methodology of teaching and starting to use an active methodology, based on PBL (Problem Based Learning). It is interesting to emphasize that many of the teachers of the traditional curriculum, although had migrated to this new methodology, they gave the impression that they continued to practice traditional curriculum within an active methodology. In order to study on similar issues, it was made, in this work, a review of documents relating to public politics education that guide made decisions about curriculum, pedagogic projects (LDB, Curriculum Guidelines for Medical School, International Conferences of Health), as well as the teaching-learning process, skills, competences and attitudes. The objective was to study the conception of teaching and learning of teachers in UNIMONTES’s medical course. For this purpose, we developed a quantitative and qualitative research, predominantly qualitative due to emphasis to social issues. This research was carried out in UNIMONTES (Universidade Estadual de Montes Claros) and people, that formed her, it was teachers, teachers of medical course before the curriculum change occurred in 2002, and they continued teachers of particular content at PBL. In addition, questionnaires were applied with objective questions, structured to evaluate age; didactic and professional formation; teaching time, training to working with active methodologies and essay questions in which teachers mention about the official documents (LDB and Curricular Guidelines for Medical School, International Conferences, the teaching-learning process, active methodologies and the curriculums as a means of learning. As results, it was noted the existence of a heterogeneous population with diverse training, predominating number of specialists in relation to the number of masters, highlighting that the majority participated some training to work with active methodology. However, little is known on Brazilian Government Official Documents about education, as well as the importance of International Conferences to Health. There are conceptions about teaching and learning process and there are differences in the way of working abilities, competences and attitudes. It is understood that PBL provides a greater learning opportunity, because it makes possible for the student to be more critical and to look for knowledge in an active way. Is noted that there was a progress in the UNIMONTES with the adoption of active methodology in medical course, however there is need more teacher training, both through internal training with specialization courses to work with active methodologies and with a professionalization of teachers with masters and doctors degrees.
Descrição
Citação
SOUZA, Anderson Gonçalves de. Concepções de práticas docentes de professores que vivenciaram a transição curricular no curso médico da Unimontes. 2010. Dissertação (Mestrado em Ciências) – Escola Paulista de Enfermagem, Universidade Federal de São Paulo, São Paulo, 2010.