Projeto pedagógico, abordagem pedagógica e cenários de prática: avaliação de tendências de mudanças em cursos da área da saúde

• Autor(a) principal: Celestino, Kênia Alessandra de Araújo
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5445
• topic: Tendências; Avaliação; Educação superior; Trends; Evaluation; Higher education; CIENCIAS DA SAUDE

This study aimed at knowing the changing trends in healthcare higher education at the Federal University of Goiás, based on the aspects in accordance with the National Curriculum Guidelines. This is a descriptive study carried out from 2013 and 2014, in which we used the method as proposed by the Committee for Assessment of Healthcare Schools, of the Brazilian Association of Medical Education. Data was collected from meetings involving professors, undergraduate students and administrative staff from the Nursing School, School of Pharmacy, Medical school, and Nutrition School, who accepted to participate in the investigation by responding to the instrument of self-assessment in relation to the following axes: pedagogical project, pedagogical approach and practical scenarios. The outcomes show that two courses have innovative typology with traditional trends, and two other ones with innovative typology with advanced trends. Even though we noted that the move towards change in the educational process, concerning the pedagogical approach, struggle to implement innovations of the pedagogical project such as the use of innovative methodologies as well as the development of support and mentoring in the activities. In practical scenarios, all courses are advanced, because they use the health system units targeted to primary, secondary and tertiary attention, under the supervision of professors and tutors. In addition, we noted that all courses are in the process of changing their pedagogical projects, their pedagogical approach and their practical scenarios, as in accordance with the National Curriculum Guidelines.