Os Processos Formativos dos Professores dos Cursos de Graduação em Odontologia no Estado de Goiás e o Contexto de Implementação das Diretrizes Curriculares Nacionais

• Autor(a) principal: FRANCO, Lila Louise Moreira Martins
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/1362
• topic: Formação de Recursos Humanos; Educação Superior; Odontologia; Human Resources Formation; Education, Higher; Dentistry; CNPQ::CIENCIAS DA SAUDE::ODONTOLOGIA::CLINICA ODONTOLOGICA

The professors of the graduation courses in Dentistry are considered unprovided of certain types of knowledge which are inherent to the practice of higher education due to the fact that they are graduated in a bachelor‟s degree mode. Therefore, a question arises: how are they educated to practice teaching? For this reason, we present a short history about the interface health and higher education and this professor‟s educational processes. We also discourse upon the National Curriculum Guidelines for the graduation courses in Dentistry because those guidelines propose changes in the profile of the professionals, which demand a need for changes in the profile of the professor who educates those professionals. The present study aimed at analyzing the educational processes of the professors of the graduation courses in Dentistry and the context of implementation of the National Curriculum Guidelines. For this purpose, we investigated the pedagogical projects of the courses regarding teaching; we raised the professors‟ academic profile, the identification of experiences related by professors about their educational processes and perspectives in the context of implementation of the National Curriculum Guidelines, as well as the verification of the relation of those processes and the professors‟ knowledge of that document. We developed the study in the State of Goiás within the years of 2009 and 2010 and we used a quanti-qualitative methodology in three stages: analysis of documents, a self-applicable questionnaire, and a semi-structured interview. We opted for thematic analysis, which is one of the types of content analysis, and we made use of data triangulation. The main results we found were: there is little mention of potential educational processes in the Pedagogical Projects of the courses; the educational processes we found include family influence, schooling, interpersonal relationships, culture, socio-geographical characteristics, leisure activities, and professional experience. The professors presented little knowledge about the National Curriculum Guidelines and we did not find a direct relation between this knowledge when one or another educational process in present. The professors‟ formation does not take place in the professional dimension only. It is also personal, and the actors who are involved in this formation can be gathered as individual, collective, and/or institutional