Construções da aprendizagem da docência e da identidade profissional entre professores do curso de Odontologia no interior do estado de Pernambuco

• Ano de defesa: 2013
• Autor(a) principal: Djaira Leitao de Araujo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Aprendizagem da docência; Docência na educação superior; Ensino de; Identidade profissional; Odontologia; Educação médica; Educação; Professores universitários Formação; Odontologia Estudo e ensino; Prática de ensino; Identidade
• Link de acesso: http://hdl.handle.net/1843/BUBD-ACEGB8

This research discusses the learning process of teaching as well as the process of construction of professional identity of professors of higher education. We chose as participant subjects on this study the dentists and professors of a course at a higher education institution (HEI) located in the interior region of the state of Pernambuco. We aimed to understand how the above mentioned professionals learn to teach as well as howthe processes of building professional identity of these subjests are verified. In accordance with the specialized literature in both heath and education areas, the data in this research also point that the dentists and professors are currently doubly challenged on the one hand are called to break up with the professional private practice in order to take theresponsibility on the formation of professionals who are able to respond to the needs of oral health of the population through actions of promotion, prevention and rehabilitation of health. On the other hand they face changes on higher education which aim the construction of both a new identity and a new teaching culture as well as the adoption of a permanent learning attitude concerning their knowledge and practices. The findings in this research enable us to affirm that dentists and professors in this institution experience a transitional moment from specialized skills to the constructions of a more reflexive and inquisitivepractice. The learning of teaching as a mechanism of professional development is verified as a possibility for the construction of spaces and places inside the HEI so the professors are able to share their experiences of leaning to teach. Before that it is necessary that they leavetheir peculiar isolation and on an interactive and collective manner reflect in a pratical sense about the new ways of being a professor. Besides that it is necessary that they are willing to build a new professional culture aiming to strengthen the teaching identity.