Formação docente pela competência didático- pedagógica na pós-graduação stricto sensu na área das Ciências da Saúde: o caso do Pró-Ensino na Saúde

Abstract

The Pró-Ensino na Saúde program aimed to improve and stimulate teacher education in postgraduate programs (GP). The general objective of this thesis was to analyze the teacher education by the competence provided by the Pró-Ensino na Saúde to the stricto sensu graduate in the Health Sciences area. The specifcs objectives: to characterize the GP participants of the Pró-Ensino na Saúde, as to the areas of concentration, lines of research and the curriculum proposal for the development of didactic-pedagogical competence; to investigate the scientific production of dissertations and theses from the Pró-Ensino na Saúde program from the perspective of didactic-pedagogical competence; and to examine the perception of the scholarship alumni about teacher training by the didactic-pedagogical competence promoted by the Pró-Ensino na Saúde program. The theoretical framework was based on the discussion about competences of teachers according to Perrenoud (2000) and Masetto (2012). Exploratory, descriptive, analytical, mixed approach and case study research. The sample consisted of 80 graduating students, their 25 respective GP and 72 course completion works from the 19 projects approved by the Pró-Ensino na Saúde. Data were collected through documents and questionnaire, and analyzed by descriptive statistics and lexical analysis, from the perspective of content analysis, with the support of SPSS and Iramuteq software. The results were presented in the format of scientific articles. The first article showed that the majority of GP (56%) has a concentration area with themes related to clinical, pathological, dental and pharmacological research. 13 didactic-pedagogical research lines were located. When analyzing the curriculum components, it was noticed a reduced number of compulsory subjects and most of the optional type, is entitled “Teaching Internship”. The second article evidenced the predominance of dissertations and theses with qualitative approach in the curriculum theme and teaching-learning process in undergraduate Health, as well as diverse and non-priority themes according to the objectives of Pró-Ensino na Saúde. The dissertations and theses that opted for the theme teacher education focused on technological competence. The third article showed that 76.3% of the research participants were women from the bachelor of Nursing degree, with a master's degree and between 31 and 40 years old. 76.3% perceived positively the didactic-pedagogical training provided by the Pró-Ensino na Saúde. The average of positive perception among the 26 teaching competences acquired during the postgraduate course was higher than 76%. This acquisition was mainly extra-curricular, such as participation in events and congress on the subject of teacher education. The competences related to the planning, management and evaluation of teaching-learning activities presented greater negativity of the answers. It is concluded that the Pró-Ensino na Saúde stimulated the teacher formation, but there was little adhesion of the GP in continuing the formative processes and curricular components for the development of the didactic-pedagogical competence.