Formação pedagógica e a construção da identidade docente dos professores no contexto de uma faculdade de medicina

Abstract

The exercise of teaching transcends technical competence, involves multiple skills linked to the teaching activity, that is, teacher training based on a perspective of critical reflection on practice. Thus, studies on the themes of pedagogical training and teacher identity have been increasingly essential and urgent. This Academic Work of Course Completion - TACC aimed to analyze the process of pedagogical training and construction of the teaching identity of professors at the Faculty of Medicine of the Federal University of Alagoas. This is an exploratory, descriptive study with a quanti-qualitative approach, carried out on the premises of the Faculty of Medicine-FAMED of the Federal University of Alagoas. To know the profile, an online questionnaire created on Google Forms was applied to all medical professors (119), but only 39 answered the questionnaire. In a second moment, the technique of semi-structured interviews was used, carried out with 15 professors who participated in the first stage (answering the questionnaire) and who agreed to be interviewed. For the speech analysis step, content analysis was used as proposed by Bardin (2016). During the speech analysis process, the following categories were identified: teacher training and teaching practice, in addition to the subcategories: formal education, teaching experience, teaching and learn by doing. It was evident in the conclusion that most of the interviewed teachers have training in the pedagogical area, however, many of them acquired it during their career. Thus. the teaching identity was built as they gained experience and improved their practice. Based on these results, a guidebook was created as a product with the title: "How to plan, organize and carry out a pedagogical journey in Medicine courses", with the aim of collaborating with the coordination of the graduation of the medicine course in the elaboration , as well as with the planning of the Pedagogical Journey, a unique moment of studies and reflections on the teaching-learning process.