O desafio da inserção das metodologias ativas no ensino em saúde: narrativas de docentes
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Data
2020-06-01
Autores
Pereira, Adriana Teixeira
Orientadores
Gallian, Dante Marcello Claramonte [UNIFESP]
Tipo
Tese de doutorado
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Introdução: Atualmente, o processo de ensino-aprendizagem na área da saúde vem se tornando cada vez mais contestado na medida em que avança nas diferentes práticas pedagógicas, por meio da inserção de novas metodologias. Objetivo: Analisar e explorar a compreensão dos docentes atuantes em instituições de ensino público e privado sobre as metodologias ativas e as mudanças no ensino em saúde da cidade de São Paulo. Método: a metodologia empregada foi a História Oral de Vida. Foram realizadas dez entrevistas individuais abertas, com algumas perguntas de corte, que possibilitaram a produção das narrativas dos docentes, de ambos os sexos, (psicólogos, médicos, biomédicos, enfermeiros, pedagogos, comunicadores sociais) e de diferentes níveis de atuação (cursos técnicos, graduações, pósgraduações). A análise qualitativa dos dados está fundamentada no método de imersão e cristalização com base na Abordagem Fenomenológica Hermenêutica. Resultados e discussões: a partir das análises das entrevistas, surgiram as três principais categorias de temas: 1. Os docentes frente às Metodologias Ativas: responsabilidades, atribuições e bases teóricas; 2. Os docentes frente à Tecnologia da Educação a Distância: problemas e desafios; 3. A valorização docente frente às Políticas Educacionais: o desafio das capacitações e do treinamento. A discussão está ancorada no diálogo entre os trechos narrativos dos colaboradores à luz das Políticas Públicas Nacionais. Conclusões: Foram evidenciados os benefícios nas estratégias de ensino ativo nos cursos da saúde, pois favoreceram melhorias no aprendizadoassistência; facilitaram as relações interpessoais entre professores-alunos, alunosalunos e alunos-comunidades. A desvantagem dos métodos de ensino ativo é o fato de dependerem de cada contexto institucional, regional, social, cultural, político, econômico e ideológico. De modo geral, a implementação das metodologias ativas no ensino em saúde está em um processo gradativo de: desconstrução/construção de paradigmas educacionais, adaptação/avaliação dos docentes e dos discentes. Ainda há lacunas na qualificação/valorização dos docentes e ausência de infraestrutura institucional. Exige-se, em longo prazo, maior aproximação e construção de diálogos com todos os envolvidos no sistema educacional: professores, coordenadores, diretores, gestores, instituições, sociedade, políticas e órgãos governamentais.
Introduction: Currently, the teaching-learning process in the health field has become increasingly contested as it advances in different pedagogical practices, through the insertion of new methodologies. Objective: To analyze and explore the understanding of teachers, who work in educational, public and private institutions, about active methodologies and changes in health education in São Paulo city. Method: the methodology used was the Oral Life History. Ten open individual interviews were carried out with some cutting questions which enabled the production of the teachers narratives, of both genders, (psychologists, doctors, biomedical doctors, nurses, pedagogues, social communicators) and of different academic background (technical , graduation and postgraduate courses). The qualitative analysis of the data is based on the immersion and crystallization method based on the Hermeneutic Phenomenological Approach. Results and discussions: from the analysis of the interviews, the three main categories of themes emerged: 1. Teachers facing Active Methodologies: responsibilities, attributions and theoretical bases; 2. Teachers facing the Technology of Distance Education: problems and challenges; 3. Teacher´s appreciation in relation to Educational Policies: the challenge of qualifications and training. The discussion is based on the dialogue between the narrative passages of the collaborators in the light of the National Public Policies. Conclusions: The benefits of active teaching strategies in health courses were evidenced, as they favored improvements in learning-assistance; facilitated interpersonal relationships between teacher-students, student-students and student-communities. The disadvantage of active teaching methods is that they depend on each institutional, regional, social, cultural, political, economic and ideological context. In general, the implementation of active methodologies in health education is in a gradual process of: deconstruction / construction of educational paradigms, adaptation / evaluation of teachers and students. There are still gaps in the qualification / valuation of teachers and the lack of institutional infrastructure. In the long term, greater closeness and building dialogues are required with all those involved in the educational system: teachers, coordinators, directors, managers, institutions, society, policies and government agencies.
Introduction: Currently, the teaching-learning process in the health field has become increasingly contested as it advances in different pedagogical practices, through the insertion of new methodologies. Objective: To analyze and explore the understanding of teachers, who work in educational, public and private institutions, about active methodologies and changes in health education in São Paulo city. Method: the methodology used was the Oral Life History. Ten open individual interviews were carried out with some cutting questions which enabled the production of the teachers narratives, of both genders, (psychologists, doctors, biomedical doctors, nurses, pedagogues, social communicators) and of different academic background (technical , graduation and postgraduate courses). The qualitative analysis of the data is based on the immersion and crystallization method based on the Hermeneutic Phenomenological Approach. Results and discussions: from the analysis of the interviews, the three main categories of themes emerged: 1. Teachers facing Active Methodologies: responsibilities, attributions and theoretical bases; 2. Teachers facing the Technology of Distance Education: problems and challenges; 3. Teacher´s appreciation in relation to Educational Policies: the challenge of qualifications and training. The discussion is based on the dialogue between the narrative passages of the collaborators in the light of the National Public Policies. Conclusions: The benefits of active teaching strategies in health courses were evidenced, as they favored improvements in learning-assistance; facilitated interpersonal relationships between teacher-students, student-students and student-communities. The disadvantage of active teaching methods is that they depend on each institutional, regional, social, cultural, political, economic and ideological context. In general, the implementation of active methodologies in health education is in a gradual process of: deconstruction / construction of educational paradigms, adaptation / evaluation of teachers and students. There are still gaps in the qualification / valuation of teachers and the lack of institutional infrastructure. In the long term, greater closeness and building dialogues are required with all those involved in the educational system: teachers, coordinators, directors, managers, institutions, society, policies and government agencies.
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PEREIRA, Adriana Teixeira. O desafio da inserção das metodologias ativas no ensino em saúde: narrativas de docentes. São Paulo, 2020. 264 p. Tese (Doutorado em Saúde Coletiva) - Universidade Federal de São Paulo (UNIFESP), Escola Paulista de Medicina, São Paulo, 2020.