Saberes docentes sobre processo ensino-aprendizagem em saúde

Abstract

The teaching activity goes beyond the act of imparting knowledge and practical play. The teacher has expanded its actions to diverse teaching-learning scenarios that require the systematization of knowledge which constitutes its practice performance. With the objective of identifying teacher's knowledge about teaching and learning process in health, this descriptive qualitative study used the instrument of data collection 'open interview or in depth', from the perspective of Content Analysis. Survey participants were: eleven teachers of bachelor courses in the health area of a public university. The results show deficiency in training for the teaching practice in health, teachers knowledge specifics result in teachinglearning process based on traditional teaching. While indicate that the incorporation of new knowledge, they elect practices innovative and facilitative in favor of the student teachinglearning. Thus, is a clear need for expand the discussion on the topic, especially in regard to the didactic-pedagogical of of the teaching staff in health. So, it was drafted as a product of intervention, one-Scientific Technical Report, aiming to present the results obtained in the research in order to contribute to the reflection of managers with regard to the development of institutional projects aimed at teacher development in favoring the teaching-learning process future health professionals.