Percepção de docentes de um curso de fisioterapia sobre as estratégias de ensino-aprendizagem aplicadas no estágio curricular

Abstract

The present Course Completion Assignment (CCA) had as its goal the improvement of the teaching practice in the curricular internship in the graduation in Physiotherapy from a research developed in the Professional Master's Degree in Health Teaching at the Faculty of Medicine (FAMED), Universidade Federal de Alagoas (UFAL), presented here in the form of a scientific article and an intervention product. The research enrolled in the area of concentration curriculum and teaching-learning process in health training sought to understand and expand the reflection on the theme of teaching-learning strategies in health education. The education in Physiotherapy was worked out from the perception of teachers of the course analyzed on the adequacy of the teaching-learning strategies adopted in the curricular internship in relation to the general skills and abilities provided in the National Curricular Guidelines of the Undergraduate Course in Physiotherapy (NCGP). A total of 15 teachers participated in the course Supervised Practice - Internship, in the 9th and 10th terms of the undergraduate course in Physiotherapy of a private Higher Education Institution (HEI), in the city of Maceió, state of Alagoas. For the qualitative, exploratory approach, of the case study type, the interview technique was used in its methodological course. A semi-structured questionnaire was prepared, consisting of the following questions: 1) What teaching-learning strategies are developed in daily practice in supervising the internship? 2) How do you elaborate / plan the teaching-learning strategies to develop in your daily practice? 3) What are the general skills and competencies that you seek to emphasize so that the student can acquire them throughout the development of his or her internship? 4) In your opinion, are your teaching-learning strategies capable of meeting the skills and abilities required by NCGP? 5) How do you identify, in your internship, the articulation between: theory and practice? And between teaching, service and community? (Exemplify the joints found). 6) How does the student's assessment take place? (Summative? Formative?). 7) Do you work with active methodologies on the internship? Which are? 8) What kind of feedback is used in your internship in this teaching-learning process? 9) What strengths do you identify regarding the use of your teaching-learning strategies in supervising the internship? 10) What weaknesses do you identify regarding the use of your teaching-learning strategies in supervising the internship? The data were analyzed through the IRAMUTEQ program. The following thematic categories are based on the reflection on the teaching-learning strategies adopted: weaknesses of the internship; the exercise of autonomy and other values in vocational training; teaching and evaluation strategies: challenges for innovation in the curricular internship; training model: anxieties and uncertainties. The results confirm a distancing and inadequacy between the teaching-learning strategies adopted and the NCGP. It is suggested that the anxieties and uncertainties generated by this inadequacy can be faced by an institutional policy of teacher development. As a product derived from the research and strategy to promote meaningful learning, a qualifying course for the development of HEI teaching is proposed, with the theme - teaching skills and updating of innovative teaching methodologies in the curricular internship. It is intended to contribute to the qualification of teachers of the Physiotherapy course; to promote reflection on the role of the teacher in supervising the internship and to develop meaningful and collaborative learning in the different scenarios of practice.