Autopercepção de competência profissional em saúde: um estudo com acadêmicos de educação física no estado do Pará

• Autor(a) principal: Dinar Duarte de Vasconcelos
• Data de Publicação: 2018
• Outros Autores: Edna Ferreira Coelho Galvão, Sílvia Ribeiro Santos Araújo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/51188; https://orcid.org/0000-0002-6889-1749; https://orcid.org/0000-0003-3524-9909; https://orcid.org/0000-0002-4864-8821
• topic: Competência profissional; Autopercepção; Educação física; SUS; Competência profissional; Autopercepção; Educação física; Sistema Único de Saúde (Brasil)

The objective was to investigate the perceived professional competence of physical education students. 91students from the 8th semester enrolled in the capital and inland. Descriptive, quantitative studyconducted at a public university in the state of Pará. We used the Self-perception of Professional Competence Scale in Physical Education and Sports1and a questionnaire. Data analysis was performed using descriptive statistics, frequency distribution, 1st(25%) and 3rd (75%) quartile and application of Pearson's Chi-square test(X2).The results indicate a difference (p> 0.01) between the perception of professional competence of students from the capital and inland, in the 3 most frequent answers (level 2,3and 4), presenting “higher” interval frequency between domains 0 (Very Insufficient Domain) and 3 (Sufficient Domain) in the sample (66,66%).There was a decrease from level 3 to 5, more expressive in inland, indicating that they feel with little total mastery of the skills evaluated competence at the end of the course. As for the area of expertise, stood out: health, training and education. Education had the highest pretense with 30,43%. Regarding their understanding of their role in SUS, 46,73% believe itisin primary care, 35.86% in disease prevention and 34,78% in prescribing physical activities, however, were unaware of common terms used in SUS. Physical education seeks to fit into the health field with the purpose of appropriating knowledge, languages andphilosophy of health care advocated by SUS. However, there is a lack of characterization of education from the perspective of SUS and the findings of this study suggest that academics incorporate the discourse of physical activity practice and quality of life in general, simply reproducing it. It is necessary to rethink the formation in Saúde & Transformação SocialHealth & Social Change physical education in the public university in order to offer similar subsidies in the capital and inland, which provides better mastery of competences and abilities to act.