Teacher training and engagement in Brazilian health higher education: fragilities and strengths
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Estudos Pedagógicos (Online) |
Texto Completo: | https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5293 |
Resumo: | The pandemic revealed the need to discuss in depth the quality of Health training in the country, highlighting the central role of professors in this process. In this context, the objective of this article was to investigate the training and teaching activity in higher education in Health, considering profile, engagement and main professional perceptions. This is a cross-sectional, quantitative study with a descriptive and analytical approach, which investigated the didactic-pedagogical training and the perceptions of the teaching activity of 223 Health higher education professors throughout Brazil. Among them, most consider their teaching function as the main one (71.30%), claim to know the National Curriculum Guidelines of their respective acting courses (91.48%) and report familiarity with the elements related to the body faculty present in the course and institutional evaluation documents (83.41%). Although professionals from the private institutions (89.8% versus 73.08% from the public ones, p<0.001) report, notably, that their institutions have adequate infrastructure, there is relative dissatisfaction with regard to remuneration, especially among professionals with original training in Medicine (59.57% versus 34.88% in other areas, p=0.001). In the context of virtualization of teaching work, 85.20% claim to use technological tools and 69.06% feel able to work in online teaching, as well as 58.74% consider it effective. This study sheds light on a subject that is still little explored in the country, but which represents a great impact on the quality of training of Brazilian health professionals. |
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Teacher training and engagement in Brazilian health higher education: fragilities and strengthsFormación y participación docente en la educación superior brasileña en salud: fragilidades y fortalezasFormação e envolvimento docente no ensino superior brasileiro em Saúde: fragilidades e fortalezasprofessorshealth educationhigher educationhealth personnel.docenteseducación en saludeducación superiorpersonal de salud.docenteseducação em saúdeensino superiorpessoal de saúde.The pandemic revealed the need to discuss in depth the quality of Health training in the country, highlighting the central role of professors in this process. In this context, the objective of this article was to investigate the training and teaching activity in higher education in Health, considering profile, engagement and main professional perceptions. This is a cross-sectional, quantitative study with a descriptive and analytical approach, which investigated the didactic-pedagogical training and the perceptions of the teaching activity of 223 Health higher education professors throughout Brazil. Among them, most consider their teaching function as the main one (71.30%), claim to know the National Curriculum Guidelines of their respective acting courses (91.48%) and report familiarity with the elements related to the body faculty present in the course and institutional evaluation documents (83.41%). Although professionals from the private institutions (89.8% versus 73.08% from the public ones, p<0.001) report, notably, that their institutions have adequate infrastructure, there is relative dissatisfaction with regard to remuneration, especially among professionals with original training in Medicine (59.57% versus 34.88% in other areas, p=0.001). In the context of virtualization of teaching work, 85.20% claim to use technological tools and 69.06% feel able to work in online teaching, as well as 58.74% consider it effective. This study sheds light on a subject that is still little explored in the country, but which represents a great impact on the quality of training of Brazilian health professionals.La pandemia reveló la necesidad de discutir en profundidad la calidad de la educación en salud en el país, destacando el papel central del docente en este proceso. En este contexto, el objetivo de este estudio fue investigar la actividad formativa y docente en la educación superior en salud, considerando su perfil, compromiso y principales percepciones profesionales. Se trata de un estudio transversal, cuantitativo, con enfoque descriptivo y analítico, que investigó la formación didáctico-pedagógica y las percepciones de la actividad docente de 223 profesores de educación superior en salud en todo Brasil. Entre ellos, la mayoría considera su función docente como la principal (71,30%), afirman conocer las Directrices del plan de estudios nacional (91,48%) y reportan familiaridad con los elementos relacionados con el cuerpo docente presente en los documentos del curso y de la evaluación institucional (83,41%). Si bien declaran, los profesionales de la red privada (89,8% vs 73,08% público, p <0,001) que sus instituciones cuentan con una infraestructura adecuada, existe una relativa insatisfacción con la remuneración, especialmente entre los profesionales con formación original en Medicina (59,57% vs. 34,88% otra formación, p = 0,001). En el contexto de virtualización de la labor docente, reportan utilizar herramientas tecnológicas (85,20%) y sentirse capaces de trabajar en educación a distancia (69,06%), además de considerarla efectiva (58,74%). Este estudio arroja luz sobre un tema aún poco explorado en el país, pero que representa un gran impacto en la calidad de la formación de los profesionales de la salud brasileños.A pandemia escancarou a necessidade de discutirmos com profundidade a qualidade da formação em Saúde no País, destacando-se o papel central do professor nesse processo. Nesse âmbito, o objetivo deste artigo foi investigar a formação e a atividade docentes no ensino superior em Saúde, considerando perfil, engajamento e principais percepções profissionais. Trata-se de um estudo transversal, quantitativo, de abordagem descritiva e analítica, que investigou a capacitação didático-pedagógica e as percepções da atividade docente de 223 professores do ensino superior em Saúde de todo o Brasil. Entre eles, a maioria considera sua função docente como principal (71,30%), afirma conhecer as Diretrizes Curriculares Nacionais dos seus respectivos cursos de atuação (91,48%) e relata familiaridade com os elementos relacionados ao corpo docente presentes nos documentos de avaliação de curso e institucionais (83,41%). Embora declarem, notadamente os profissionais da rede privada (89,8% versus 73,08% da rede pública, p<0.001), que suas instituições possuem adequada infraestrutura, há um relativo descontentamento no tocante à remuneração, especialmente entre profissionais com formação original em Medicina (59,57% versus 34,88% em outras formações, p=0.001). No contexto de virtualização do trabalho docente, 85,20% afirmam utilizar ferramentas tecnológicas e 69,06% se sentem aptos para atuar no ensino remoto, bem como 58,74% o consideram eficaz. Este estudo lança luz sobre um tema ainda pouco explorado no País, mas que representa grande impacto na qualidade da formação de profissionais de saúde brasileiros.INEP2023-03-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/529310.24109/2176-6681.rbep.104.5293Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5293Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5293Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e52932176-66810034-718310.24109/2176-6681.rbep.104reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5293/4248Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessQuintanilha, Luiz FernandoPereira, Mariana Araújo Bezerril Andrade, Bruno Labatut Portilho, Evelise Maria 2024-02-27T12:27:21Zoai:ojs3.inep:article/5293Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2024-02-27T12:27:21Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false |
dc.title.none.fl_str_mv |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths Formación y participación docente en la educación superior brasileña en salud: fragilidades y fortalezas Formação e envolvimento docente no ensino superior brasileiro em Saúde: fragilidades e fortalezas |
title |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths |
spellingShingle |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths Quintanilha, Luiz Fernando professors health education higher education health personnel. docentes educación en salud educación superior personal de salud. docentes educação em saúde ensino superior pessoal de saúde. |
title_short |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths |
title_full |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths |
title_fullStr |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths |
title_full_unstemmed |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths |
title_sort |
Teacher training and engagement in Brazilian health higher education: fragilities and strengths |
author |
Quintanilha, Luiz Fernando |
author_facet |
Quintanilha, Luiz Fernando Pereira, Mariana Araújo Bezerril Andrade, Bruno Labatut Portilho, Evelise Maria |
author_role |
author |
author2 |
Pereira, Mariana Araújo Bezerril Andrade, Bruno Labatut Portilho, Evelise Maria |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Quintanilha, Luiz Fernando Pereira, Mariana Araújo Bezerril Andrade, Bruno Labatut Portilho, Evelise Maria |
dc.subject.por.fl_str_mv |
professors health education higher education health personnel. docentes educación en salud educación superior personal de salud. docentes educação em saúde ensino superior pessoal de saúde. |
topic |
professors health education higher education health personnel. docentes educación en salud educación superior personal de salud. docentes educação em saúde ensino superior pessoal de saúde. |
description |
The pandemic revealed the need to discuss in depth the quality of Health training in the country, highlighting the central role of professors in this process. In this context, the objective of this article was to investigate the training and teaching activity in higher education in Health, considering profile, engagement and main professional perceptions. This is a cross-sectional, quantitative study with a descriptive and analytical approach, which investigated the didactic-pedagogical training and the perceptions of the teaching activity of 223 Health higher education professors throughout Brazil. Among them, most consider their teaching function as the main one (71.30%), claim to know the National Curriculum Guidelines of their respective acting courses (91.48%) and report familiarity with the elements related to the body faculty present in the course and institutional evaluation documents (83.41%). Although professionals from the private institutions (89.8% versus 73.08% from the public ones, p<0.001) report, notably, that their institutions have adequate infrastructure, there is relative dissatisfaction with regard to remuneration, especially among professionals with original training in Medicine (59.57% versus 34.88% in other areas, p=0.001). In the context of virtualization of teaching work, 85.20% claim to use technological tools and 69.06% feel able to work in online teaching, as well as 58.74% consider it effective. This study sheds light on a subject that is still little explored in the country, but which represents a great impact on the quality of training of Brazilian health professionals. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-03-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5293 10.24109/2176-6681.rbep.104.5293 |
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https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5293 |
identifier_str_mv |
10.24109/2176-6681.rbep.104.5293 |
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por |
language |
por |
dc.relation.none.fl_str_mv |
https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/5293/4248 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista Brasileira de Estudos Pedagógicos https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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INEP |
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INEP |
dc.source.none.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos; v. 104 (2023); e5293 Revista Brasileña de Estudios Pedagógicos; Vol. 104 (2023); e5293 Brazilian Journal of Pedagogical Studies ; Vol 104 (2023); e5293 2176-6681 0034-7183 10.24109/2176-6681.rbep.104 reponame:Revista Brasileira de Estudos Pedagógicos (Online) instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) instacron:INEP |
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Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
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INEP |
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INEP |
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Revista Brasileira de Estudos Pedagógicos (Online) |
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Revista Brasileira de Estudos Pedagógicos (Online) |
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Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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