O ensino de Patologia Geral nos cursos da àrea de saúde - a aula, o professor e o estudante

• Ano de defesa: 2018
• Autor(a) principal: Reane Fonseca Martins
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; MEDICINA - FACULDADE DE MEDICINA; Programa de Pós-Graduação em Patologia; UFMG
• Palavras-chave em Português: Ensino; Estratégias didáticas; Patologia Geral; Professor; Estudantes; Docentes; Patologia/educação; Dissertação Acadêmica
• Link de acesso: http://hdl.handle.net/1843/35907

This thesis aimed to identify if the General Pathology professors of a University materialize the link that the discipline represents between the basic and the professional subjects. We also point out which strategies and teaching resources are used in these classes. Additionally, we present the profile of the investigated teachers and their students; student behavior in front of classes; the characterization of a good teacher and the perception of the importance of the discipline from the students' point of view. For this, this research had the participation of 14 professors of the Department of General Pathology of a Brazilian Public University and its 321 students. All research subjects answered a questionnaire. In addition, the teachers wrote a semi-structured interview. Still, we recorded on video, a semester of classes of five teachers of this group. From the filmed collection, we chose the classes whose didactic sequence referred to the theme neoplasia. The analysis of these classes was based on a methodological theoretical framework that investigates the pedagogical link-making (PLM). The analysis of the filmed classes showed that the teachers perform most of the studied PRs and that they occur in an idiosyncratic manner. Macro-professional PLM and contextualized examples in the profession - which consumes the link between disciplines and profession, occur in smaller numbers when compared to other PLM. The General Pathology classes of this department behave like most university classes described in the literature, that is, they follow a traditional pedagogy. However, we note that some teachers have also introduced strategies that stimulate clinical thinking. Moreover, our teachers are mostly bachelors, with much specific knowledge, but with little or no pedagogical knowledge. Also resembling the profile of the university lecturer described in the research area. According to students, a good teacher is one who has the motivation to teach, has good didactics, has mastery of specific knowledge, relates well with students and has techniques and resources to teach the classes. They attach little importance to teacher titling and call for more participatory classes. They realize the importance of General Pathology content in their education, although they failed to express it as a link between the basic and the professional subjects. Thus, they end up suggesting a greater interaction of the discipline with the profession. Teachers' knowledge of these pedagogical relationships can improve their performance in the classroom, as this allows them to plan their classes considering making these relationships consciously. This way they can be used appropriately to provide productive experiences for their students. Therefore, it is extremely important also that the teacher knows the curriculum of that course, as well as the characteristics of that professional being trained. Finally, this research was a first step to know how the teaching of General Pathology occurs in a university. Thus, it is possible to delineate improvements in the curriculum of the subject and signal points that should be presented in initial and continuing teacher training courses