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2023-03-24T13:27:51Z2023-03-24T13:27:51Z201891/2/31031162178-7085http://hdl.handle.net/1843/51188https://orcid.org/0000-0002-6889-1749https://orcid.org/0000-0003-3524-9909https://orcid.org/0000-0002-4864-8821Estudo descritivo, quantitativo, realizado em uma universidade pública do Estado do Pará com objetivo de investigar a competência profissional percebida dos acadêmicos de educação física. Participaram 92 alunos, do 8º semestre da capital e interior. Utilizou-se a Escala de Autopercepção de Competência Profissional em Educação Física e Desportos1 e questionário. A análise foi realizada através da estatística descritiva, distribuição de frequência, aplicação do Teste Qui-Quadrado (X2) e 1º (25%) e 3º (75%) Quartil. Foi encontrada uma diferença (p>0,01) para a percepção de competência profissional entre alunos da capital e interior, mesmo nas 3 respostas mais frequentes (nível 2,3 e 4), apresentando “maior” frequência intervalar entre os domínios 0 (Domínio Muito Insuficiente) e 3 (Domínio Suficiente), correspondendo a 66,66% da amostra. Observou-se um decréscimo do nível 3 ao 5, sendo mais expressivo no interior, indicando que eles se sentem com pouco domínio total das competências avaliadas no final do curso. Quanto a área de atuação, se destacou: saúde, treinamento e educação. Dentre elas, a educação teve maior pretensão com 30,43%. No entendimento sobre sua atuação no SUS, 46,73% acredita ser na atenção básica, 35,86% na prevenção de doenças e 34,78% na prescrição de atividades físicas, porém, desconheciam termos comuns usados no SUS. A educação física busca inserir-se no âmbito da saúde com o desígnio de apropriar-se de conhecimentos, linguagens e filosofia do atendimento em saúde preconizada pelo SUS. Todavia, falta uma caracterização da formação na perspectiva do SUS e os resultados deste estudo, sugerem que os acadêmicos incorporam o discurso da prática de atividade física e melhoria da qualidade de vida de modo geral, simplesmente o reproduzindo. É preciso repensar a formação em educação física na universidade pública de modo a oferecer subsídios semelhantes na capital e interior, que propicie melhor domínio de competências e habilidades para sua atuação.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.porUniversidade Federal de Minas GeraisUFMGBrasilEEF - DEPARTAMENTO DE ESPORTESSaúde & Transformação SocialCompetência profissionalAutopercepçãoEducação físicaSistema Único de Saúde (Brasil)Competência profissionalAutopercepçãoEducação físicaSUSAutopercepção de competência profissional em saúde: um estudo com acadêmicos de educação física no estado do ParáSelf-perception of professional health competence: a study with physical education academic in the state of Paráinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://incubadora.periodicos.ufsc.br/index.php/saudeetransformacao/article/view/4635Dinar Duarte de VasconcelosEdna Ferreira Coelho GalvãoSílvia Ribeiro Santos Araújoapplication/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGLICENSELicense.txtLicense.txttext/plain; charset=utf-82042https://repositorio.ufmg.br/bitstream/1843/51188/1/License.txtfa505098d172de0bc8864fc1287ffe22MD51ORIGINALAutopercepcao de competencia profissional em saude.pdfAutopercepcao de competencia profissional em saude.pdfapplication/pdf325359https://repositorio.ufmg.br/bitstream/1843/51188/2/Autopercepcao%20de%20competencia%20profissional%20em%20saude.pdf6169e04330f05deef03a1fe1dd3f35e9MD521843/511882023-03-24 10:27:51.892oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2023-03-24T13:27:51Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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