Concepções do processo ensino-aprendizagem: um estudo com professores de medicina

• Autor(a) principal: Canuto, Angela Maria Moreira
• Data de Publicação: 2009
• Outros Autores: Batista, Sylvia Helena Souza da Silva [UNIFESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: http://dx.doi.org/10.1590/S0100-55022009000400013; http://repositorio.unifesp.br/handle/11600/5352
• topic: Medical; Education; Faculty; Undergraduate; Educação médica; Docentes de medicina; Educação de Graduação em Medicina

This article addresses medical teaching as a social construction process, linking academic policy, pedagogical, personal, and inter-subjective factors. With the aim of analyzing the conceptions towards teaching practice, learning, and faculty training in medicine among medical professors at the Federal University in Alagoas, Brazil, a study was designed with a sample of 21 professors that joined the university's medical faculty from the 1950s to the 1990s. Data collection used semi-structured interviews, submitted to thematic content analysis. Within the context of teaching and learning in medicine, the professors highlighted the faculty-student relationship. Analysis of faculty background showed that many professors were self-taught, and there was an evident lack of systematization, which the interviewees indicated as a gap in their medical teaching careers. Faculty training in medicine appeared as a process encompassing multiple experiences and models, highlighting that to become a medical professor is a complex, plural, and multifaceted process