Relação professor-aluno e o impacto no aprendizado no curso de medicina

• Autor(a) principal: Falcão, Júlia Caroline Leite
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/1443
• topic: Educação; Medicina; Violência simbólica; CNPQ::CIÊNCIAS DA SAÚDE::MEDICINA

The teacher-student relationship presents several nuances in the academic environment and is linked to factors such as learning and motivation and is full of aspects that transcend in a positive or negative way for the students. Therefore, this work focuses on the teacher-student relationship and the impact on student learning and aims to identify how this relationship in the medical course interferes with learning, characterize the relationships between teachers and students within the course and the influence of that on learning ; identify problems of the teacher-student relationship and the students' perception of harassment by teachers and the influence of this on academic performance; correlate student motivation for academic practices with the teacher-student relationship. The sample consisted of 08 students from different periods at Centro Universitário de João Pessoa (UNIPÊ). The invitation was made via message application to students and teachers, for convenience, giving preference to students who participated or participate in student representations. This is a qualitative research and the evidences collection was carried out through semi-structured interviews that followed a script carried out by the research authors in a virtual environment. The interviews, characterized as semi-structured, made with the participants, were recorded, transcribed and analyzed with theoretical basis a posteriori by both authors of the research, focusing on discourse analysis aimed at observing the intrinsic aspects of the student-teacher relationship, its aspects and their relationship with learning throughout the course. Was presented all participants received a Free and Informed Consent Form (ICF) for reading and signing. 04 categories were divided: (1) nuances of learning; (2) the construction of learning and being a teacher in medical training; (3) violence in the academic environment; and (4) teacher-student relationship and motivation. Teaching methodologies, passion for teaching, affection, teaching characteristics, symbolic violence and moral harassment, and autonomy and belonging in the academic environment were aspects that were intrinsically linked to the teacher-student relationship and learning and were the focus of this work . Other aspects such as machismo and the violation of the female body and the blaming of the system in relation to the inappropriate attitudes of teachers were also found, but were not the focus of this research. It is necessary to reflect on interpersonal relationships and the need for affection and the breaking of the traditional teaching model for better student learning.