Caracterização da formação de terapeutas ocupacionais do Distrito Federal em relação ao campo da Educação

• Autor(a) principal: Lins, Sarah Raquel Almeida
• Data de Publicação: 2023
• Outros Autores: Monteiro, Calebe Brito
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Terapia Ocupacional da Universidade de São Paulo
• Texto Completo: https://www.revistas.usp.br/rto/article/view/213556
• topic: Terapia Ocupacional; Formação profissional; Contexto escolar; Educação; Occupational Therapy; Professional Qualification; School Context; Education

Introduction: Studies point to the importance of the occupational therapists’ performance in education; however, there is a gap in knowledge about academic and complementary education in relation to this field. Objective: To understand the reality regarding the academic and complementary training of occupational therapists in Distrito Federal, Brazil, who have already carried out interventions related to the field of Education, in order to present suggestions for improving this training. Method: Cross-sectional, descriptive and exploratory study with a quantitative and qualitative approach, with the participation of 40 occupational therapists from Distrito Federal, who responded to an online questionnaire. Results and discussion: During undergraduate studies, half of the participants took a specific elective discipline of the field (n=20; 29%), and/or non-specific elective discipline (n=19; 27%). This scenario raised reflections on the approach to content aimed at a broad and diverse performance.  It was verified that the participants invested more in complementary activities in the field after completing their degree (n=28; 70%), than during their degree (n=23; 57%). Therefore, the provision of these activities in initial training, the presence of professors of the field and the interest of students are discussed. Investment in content that relates to possibilities for the profession’s actions in the field of Education, especially on reasonable adaptations, suitability/adaptation of environments, materials and curricula, in addition to practices and internships, were highlighted as suggestions for improvements to the undergraduate training. Conclusion: Understanding the reality about training to work in education, based on the understanding of the academic trajectory of the occupational therapists, can contribute to reflections on the field.