A problematização em educação em saúde: percepções dos professores tutores e alunos

• Autor(a) principal: Villardi, Marina Lemos [UNESP]
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/123413; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/08-05-2015/000829054.pdf
• topic: Educação médica; Estudantes de enfermagem; Educação sanitária; Professores e alunos; Curriculos - Avaliação; Medical education

The health education needs to rely on educational practices that allow students and educators to reflect on reality, through actions based on this reality in order to transform it. Many higher education institutions in the undergraduate health have been using the problem-posing method as they promote the mobilization of the social, political and ethical potential of both students and educators, since they are encouraged to observe reality in an attentive manner and identify what is proving to be alarming. It manifests through a creative process that involves action-reflection over an aspect of the observed reality and, as consequence, some transformation should happen. The Botucatu Faculty of Medicine (FMB) seeks to work with problem-posing educational practices in many situations, on the discipline ‘Interaction between university, service and community’ available to first, second and third-year undergraduates of medicine and first and second-year undergraduate nursing majors. This study attempts to answer the following question: Are the educational practices that propose the problem-posing method within the health services and the community actually being achieved when factored in their aspects and implications? The study aims to explore and recognize the meaning of the educational practices in health sciences considered problem posing in the eyes of medical and nursing students and educators. The method of choice for this investigation was an exploratory and descriptive study with a qualitative approach. For data collection, undergraduates were administered a questionnaire with a return rate of 106 (88.8%) of the students; we prepared a focal group with six professors and a semi-structured interview for nine professors. The data analyzed were the content of the answers given by the students to the questionnaire, the observations from the focal group and the interviews with the professors. Subsequently, we ...