Educação a distância na formação pedagógica de preceptores: avaliando a construção de ambientes colaborativos

• Autor(a) principal: Afonso, Denise Herdy
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/8763
• topic: Pedagogical training; Competence development; Preceptorship; Distance learning; Collaborative environment; Communities of practice; Professores Formação; Preceptores; Ensino a distância; Ambientes virtuais compartilhados; Educação baseada na competência; Formação pedagógica; Desenvolvimento de competências; Preceptoria; Educação a distância; Ambiente colaborativo; Comunidades de prática; CNPQ::CIENCIAS DA SAUDE::MEDICINA

The Center for Psychopedagogical the Resident (NAPPRE) in partnership with the Coordinator of Academic Development (CDA) of the Hospital Universitário Pedro Ernesto (HUPE) of the State University of Rio de Janeiro (UERJ), developed since the 2010 Training Course for Teaching Practice of Preceptorship (CFPPP) - extension course in perfecting mode, with the structural axes care, education and management. Supported the principles and guidelines of the Unified Health System (SUS) and guided by the National Curriculum Guidelines for Undergraduate Health (DCNs), the course presents as a strategy of Continuing Education in Health (EPS) using this institution, both in classroom activities and in distance education, active methodologies for the development of teaching skills of the preceptor. The political pedagogical project of the ongoing integration of professional values of different categories for teamwork. The achievement of educational goals and the construction of intervention projects to be developed in the institutions of origin during the course requires constant interaction of the participants and facilitated the development of collaborative spaces for mixed strategies in education and distance learning activities. Whereas approximately 57% of the course load corresponds to the activities in virtual learning environment is essential to understand the relevance and functionality of this teaching model to promote learning and lead interdisciplinary collaborative practices understood as a way for the development of creative capacity , solidarity and collective intelligence favoring increased autonomy, and individual and collective production of care and education. These are components of educational practices consistent with the training needs of professionals to qualify for health care in our country. This research project aims at assessing how the Distance Learning favors the construction of collaborative environments in the pedagogical training of preceptors. This is single a study, retrospective case with two units of analysis, explanatory, educational and intrinsic. They are members of this research, as participants, all preceptors from the 1st and 2nd class (2010 and 2011 respectively). Documents produced will be analyzed individually and collectively through the steps of the course. Quantitative data will be analyzed using descriptive statistics. The analysis of data collected in the documentary material is a content analysis according to Bardin's propositions with identification of nuclei and / or validation of these nuclei through the clouds of words constructed by the <i>wordle</i>.