O aprendizado da docência de professores fisioterapeutas

Abstract

This study carried out carried out within the scope of the Line of Research in Educational Knowledge and Practices aimed at analyzing the learning of the teaching of Bachelor teachers who work in the Physiotherapy course of the Federal University of Uberlândia - FUU. The research questions were: How does it occur the process of learning how to teach of the professors who work in the Course of Physiotherapy course? What factors do influence the process of developing the professional identity of physiotherapist teachers? What knowledge is needed to practice university teaching, in the opinion of the teachers? What are the main difficulties faced by physiotherapist teachers when teaching? This exploratory qualitative investigation used as instruments to data collection a questionnaire and an interview with these professors. The main references were Marcelo Garcia (1999), Franco (2008), Guimarães (2004), Pimenta (2005, 2015), Pimenta and Anastasiou (2005,2012), Melo (2009, 2018), Ferreira (2014), Almeida (2006, 2008, 2009), among others. The analysis of the data indicates that the process of learning to teach of physiotherapist teachers, regarding the professional knowledge of teaching, occurs in a non-systematized way, since the training obtained in Stricto Sensu Postgraduate courses is research-oriented. Survival in the profession, in large part, occurs through the observation and imitation of pedagogical practices of the old "good" teachers, experienced as students. We identified that the factors that influence the process of development of the professional identity of the physiotherapist teachers are related to the devaluation of teaching (teaching) to the detriment of the research overvaluation, because, in the institutional and academic culture, the condition of researcher is the one that gives greater visibility to the professors. The analysis indicated that the professors recognize the pedagogical knowledge as fundamental for the teaching, allied to other technical specific knowledges of their area of performance. Concerning to daily challenges, they indicated, mainly, the need to stimulate students' interest in the content. In view of the above, we believe that continuing education, based on institutional policies for teacher training and professional development will be significant and will help to bring about changes in professors' attitudes and beliefs through formative processes that promote intellectual autonomy and allow them to deepen and broaden their conceptual repertoire on teaching.