Os sentidos da docência universitária para um grupo de professores fisioterapeutas.

Abstract

Teacher training has been analyzed in different researches which investigate higher education. The present research aimed to study and understand the meanings of university teaching from physiotherapist professors' pedagogical practices who work in an institution of communitarian higher education in the region of Vale do Rio Pardo in Rio Grande do Sul. It was chosen qualitative methodology, with a constant reflection of the teacher practice, because this is not an already finished product, but in construction, based on the relationships established which are in movement. Thus, it does not establish one way of being a professor, but it brings to discussion the professor training from oneself and from one’s surroundings. For production data, I chose the following instruments: semi-structured interview, questionnaire, field journal and national curriculum guidelines for physiotherapy courses (as a research source and study). The study subjects were 14 physiotherapist professors: 12women, 100% have Masters titles, 2 doctors and a doctorate student. Two units of analysis emerged from research material. The first one discusses the training of physiotherapist professionals who became professors. Most of them work exclusively in university teaching, but they did not "study" to be university professors. In the second unit, I discuss the physiotherapeutic practice as a guideline for teaching practice. Although the Physiotherapy course has research and extension projects, these ones are not potentialized by professors as learning places, failing to match them with graduation teaching. Also it is discussed the issues that emerged from the study: the technique most widely used by this group of physiotherapist professors in the classroom is the multimedia technique followed by case studies. The institution provides through the university pedagogical program significant investments for professors in relation to updates and, especially for health area, a space for discussion of pedagogical processes in relation to the assessments. This research has enabled me to think over the constitution of my teacher training and the meanings attributed to it by helping me to move to other views, places and articulations not previously thought: the formation as a dynamic process engendered in relationships that are established, making use of internal investments, and thus enabling me to constitute myself and the other.