A integração do tutorial interativo TryLogic via IMS Learning Tools Interoperability: construindo uma infraestrutura para o ensino de Lógica através de estratégias de demonstração e refutação

Logic courses represent a pedagogical challenge and the recorded number of cases of failures and of discontinuity in them is often high. Amont other difficulties, students face a cognitive overload to understand logical concepts in a relevant way. On that track, computational tools for learning are resources that help both in alleviating the cognitive overload scenarios and in allowing for the practical experimenting with theoretical concepts. The present study proposes an interactive tutorial, namely the TryLogic, aimed at teaching to solve logical conjectures either by proofs or refutations. The tool was developed from the architecture of the tool TryOcaml, through support of the communication of the web interface ProofWeb in accessing the proof assistant Coq. The goals of TryLogic are: (1) presenting a set of lessons for applying heuristic strategies in solving problems set in Propositional Logic; (2) stepwise organizing the exposition of concepts related to Natural Deduction and to Propositional Semantics in sequential steps; (3) providing interactive tasks to the students. The present study also aims at: presenting our implementation of a formal system for refutation; describing the integration of our infrastructure with the Virtual Learning Environment Moodle through the IMS Learning Tools Interoperability specification; presenting the Conjecture Generator that works for the tasks involving proving and refuting; and, finally to evaluate the learning experience of Logic students through the application of the conjecture solving task associated to the use of the TryLogic

Avaliação de usabilidade em materiais interativos de ensino a distância da UFRN-SEDIS

This study aims to assess the usability of Interactive Materials developed for the courses offered by UFRN SEDIS the modality of distance education (DE), using the techniques of focus group cooperative evaluation and assessment of satisfaction. The Interactive Materials are intended to serve as an avenue where the course content reaches the student in an educational, stimulating and self-instructive enough for the student to engage and find no difficulty in using it so. After the survey data in this context were selected four Interactive Materials ("Introduction to Applied Calculus", "Science, Technology and Society", "studies the Semi-Arid" and "Cultural Geography") that adopt the framework established by UFRN for SEDIS be evaluated for their usability. Initially, a preliminary test was conducted from cooperative assessment with a student interacting with the four learning objects in order to reveal and map the major failures of usability, supporting deeper questions later. The recordings of this preliminary test were analyzed by a focus group composed of two graphic designers and two multimedia designers, and developers responsible for these objects, which helped to analyze the gap between "what was designed" and "as was used "structuring and supplementing the roadmap for cooperative evaluation and assessment of subsequent satisfaction. The cooperative evaluation was applied individually to ten students of undergraduate UFRN that tested each of the four materials. At the end, every student completed a questionnaire assessing satisfaction form adapted Wanted (Questionnaire for User Interaction Satisfaction). The analysis of the data collected in this study revealed positive, negative and notes to be considered to guide the future development of Interactive Materials, in the context of UFRN SEDIS, feedback to the process of design and evaluation with user participation

O processo de ensino e aprendizagem de língua espanhola para alunos cegos: narrativas do ensinar e aprender

En los días actuales, la Educación Inclusiva hay sido eje de amplias discusiones, pues en ella, la educación es direccionada a todas las personas, con discapacidades o no. Por intermedio de ella, todos tienen derechos a una enseñanza de calidad y pueden compartir las mismas oportunidades de aprendizaje. Esta investigación tiene por objetivo hacer un análisis del proceso de enseñanza-aprendizaje de la lengua española en un contexto, en lo cual alumnos con y sin ceguera compartían el mismo espacio educacional. Es por lo tanto un investigación de naturaleza exploratória e cualitaviva, en la cual es utilizada como un herramienta para la recogida de los datos la entrevista semiestructurado con preguntas abiertas, realizada con los profesores de lengua española y sus alumnos ciegos. Como aporte metodológico utilizamos el Análisis Proposicional del Discurso – APD (PIRES, 2008) para que los datos pudieran ser analizados. Los resultados señalaron que, aunque los diferentes condicionantes, los alumnos ciegos, cuanto al proceso de enseñanza aprendizaje de la lengua española, presentan dificultades de orden estructural, personal y pedagógica semejantes. Evidenciado a partir de las declaraciones. También se constató una ausencia de preparación por parte de los profesores referentes a la utilización de recursos didácticos y estrategias de enseñanza que pudieran contemplar a las especificidades de aprendizaje de estos alumnos.

A terapia comunitária e a vivência de estudantes de medicina: uma estratégia de ensino aprendizagem do cuidado humanizado na ESF?

Before the scenario full of criticism about a medical model that gives privilege to the diseases and not to the diseased, there are many arguments that defend the need of redeem the humanized relationship between doctor and patient. It became indispensable to mold during the medical graduation a professional capable of perform a special care, less instrumental and more humanized; however, even though the advances of the pedagogical program of the medical graduation, we still face numerous challenges in the process of molding. This study has as general goal to understand if the students medicine experience with the Integrative Community Therapy (TCI) at the Primary Attention – APS/Family Healthy Strategy-ESF, presents potential to configure itself while strategy of teaching-learning to the integral and humanized care. It was held a qualitative research with the students of the medical graduation from the tenth to the twelfth semester that had experience with the TCI, as part of the Boarding of Family and Community Medicine – MFC. We used interviews with script and we resorted to analyze the narratives to Gadamerian Hermeneutics. It was possible to find that before join the boarding of MFC, the students were unaware the TCI and their preconceptions lined up with depreciated character. The experience with the TCI enabled the reframing of the prejudices and the build of new concepts. Internship in ESF and participate of TCI revealed potential to learning of the humanized care by the practical exercise with experiences that privilege the built of ties; the autonomy of the patient; the fulfillment of the longitudinality at the care of the patient; the acknowledgment of the power of resilience of the patients, at the strength of the collective, at the pain sharing, at the strength of a good communication, at the gains of qualified listening exercise. The absence of models of what to do was replaced by experiences of pains and joys at the learning of becoming a doctor. The pains spoke of the structural difficulties (inputs), at the get along with the socials vulnerabilities of the users and the difficult of perform a good communication with the patients. The joys were experienced at the finding of the humanized care exercise. Questions as structural difficulties, low number of people with TCI degree, a shortly experience of with TCI, show up as limitations to its utilization as pedagogical tool. In turn, the reflective potential is capable of cause resignifications about the know-how before the pain of the other being very much present at the narratives, signaling the potential of the learning of TCI. Therefore, this study advocate that the participation of the students at the TCI, beyond the power of offering the students a teaching-learning strategy to the humanized care, represents the possibility of enlarge the horizons of those future doctors at a glance much more conscious of the difficulties and potential of a professional at the ESF, contributing to the graduation of more sensitized professionals and prepared to perform an integral and humanized approach of the person and his/her community, contributing to an APS/ESF more resolute and rewarding to everyone.

Ensino da ultrassonografia diagnóstica a partir do ciclo básico do curso de medicina utilizando livro digital multimídia

Currently, the diagnostic ultrasound is inserted in various areas of medical action and carried out by many medical professionals, from which militate directly in the image area, such as radiologists and sonographers, but also by gynecologists, pediatricians, neurologists, general practitioners, endocrinologists, angiologists, orthopedists, rheumatologists, urologists, general and vascular surgeons. It is well known that the medical professional, for the exercise of its mission, requires a broad set of skills, competencies and attitudes developed and exercised during their training period. Living with medical students over nearly 20 years in hospital environment, I noticed gaps in the learning process by the students about what is diagnostic ultrasound and its applications, demonstrating failures as understanding the basic acoustic ultrasound, difficulties in identifying of anatomical structures in ultrasound images and inability in requests examinations and interpretations of images and reports. Based on these findings, it was developed in this Professional Masters a multimedia digital book that exposes what the ultrasound as a diagnostic modality imaging, dealing with its historiography and its physical/acoustic concepts, relating the process of formation of the ultrasound image, discussing about the features of sonographic equipments and their embedded technologies and highlighting its diagnostic applications , the latter presented through videos which will be described aspects of captured ultrasound images. This book will be available for access in digital format, serving as a teaching tool in medical education since the beginning of the course, so that can be used in conjunction with the discipline of Gross Anatomy, offered in the basic cycle of the Medicine Undergraduate Course of the Federal University of Rio Grande do Norte (UFRN).

Integração de projetos no ensino através de BIM: uma abordagem dos cursos de arquitetura e urbanismo da UFRN e da UFPB

The integration between architectural design and structur al systems consi sts, in academic education, one of the main challenges to the architectural design education . Recent studies point to the relevance of the use of computational tools in academic settings as an important strategy for such integration. Although in recent yea rs teaching experience using BIM (BuildingInformationModeling) may be incorporated by the a rchitecture schools , notes the need for further didactic and pedagogical practices that promote the architectural design and structur al integration teaching. This pa per analyzes experiences developed within the UFRN and UFPB, seeking to identify tools, processes and products used, pointing limitations and potentials in subjects taught in these institutions. The research begins with a literature review on teaching BIM and related aspects to the integration of architectural design and stru c tur e . It has been used as data collection techniques in studio the direct observation, the use of questionnaires and interviews with students and teachers, and mixed method, qualitativ e and quantitative analysis . In UFRN, the scope of the Integrated Workshop as a compulsory subject in the curriculum, favors the integration of disciplines studied here as it allows teachers from different disciplines at the same project studio . Regarding the use of BIM form initial users, BIM modelers, able to extract quantitative and automatically speed up production, gaining in quality in the products, however learn the tool and design in parallel cause some difficulties. UFPB, lack of required courses o n BIM, generates lack of knowledge and confidence in using the tool and processes, by most students. Thus we see the need for greater efforts by school to adopt BIM skills and training. There is a greater need for both BIM concept, in order to promote BIM process and consequent better use of tools, and obsolete avoiding impairment of technology, merely a tool. It is considered the inclusion of specific subjects with more advanced BIM skills, through partnerships with engineering degrees and the promotion of trans disciplinary integration favoring the exchange of different cultures from the academic environment.

Proposta de jogo químico como estratégia didática no ensino a distância abordando o conteúdo de estereoquímica

The educational games can act as a complementary tool in the teaching and learning as play an important role in the interaction of the student with knowledge, and encourage interrelationship between students and motivate them by the pursuit of knowledge. This research is intended to analyze the evidence of the students of distance education applied to semesters 2011.2 and 2012.2 for the purpose of to catalog the mistakes presented by the students, the contents of stereochemistry that attended the Chemistry of Life discipline. From the presented mistekes, develop an educational game, "walking the stereochemistry", addressing that content. The choice of stereochemistry content was due to the low number of found work in the literature, and for being one of organic chemistry content that generates learning difficulties, as it requires a mental visualization and manipulation of molecular structures, besides require observation and comparison ability by the students. The game was applied of Life Chemistry discipline of Nova Cruz Polo in semester 2013.2, with intention to verify the viability and applicability this tool for the development of motivation ability by the pursuit of knowledge by the students, as well as complement the didactical materials of the DE. Then, It was made available on the course page an opinion questionnaire to the participants of the game, as a way of to investigate the opinion their about the proposed strategy. To diagnose the contributions of the game on student learning, it was taken a comparative analysis of stereochemistry issues contained in didactic tests applied in 2013.2 semester students participating and not participating of the polo of Nova Cruz and was also compared with the tests applied at the poles of Extremoz, Currais Novos, Lajes and Caico. So the game can be considered an important resource to complement the teaching materials of distance education, because awoke the motivation for the search of knowledge and contributes to the learning of stereochemistry content.

Leitura do mundo no rap: uma análise bakhtiniana de práticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school – in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus – some Rap songs of protesting – it was analyzed the students’ reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Leitura do mundo no rap: uma análise bakhtiniana de práticas leitoras no ensino fundamental

This study aims to propose two didactic sequences on the rap songs to the process of formation of critical reflective reader, in the elementary school – in 6th and 9th grade classes. The theoretical foundations that have supported the work are related to the Bakhtin Circle propositions, especially the notions of language as a social ideological discourse; responsive reading; discursive genre and social voices. As for the methodological guidance, it is characterized by adopting the interpretativist paradigm of socio-historical base, in addition to positioning in the large field of Applied Linguistics, whose primary focus is specifically located language. In the selected enunciations to corpus – some Rap songs of protesting – it was analyzed the students’ reflective critical reading in the workshops of Rap-song reading, applied in modules of our teaching sequences. Through the carried out analysis, it was noted that the subjects surveyed have come from an educational culture towards the fulfillment of a conteudista proposed curriculum, so that in this scenario we do not see, through reading, training of the individual citizen, able to through his readings, understanding the socio-ideological structure that surrounds them; and so, escaping of understandings the world, based only on common sense. We conclude also that our teaching proposal represented a novelty for students. Initially, some of them did not see this work as reading, however, the majority was heavily involved in the process; so that, in their comments, we realize voices of a critical and reflective look of which comprise environments, and social situation to which they belong.

Integração e interdisciplinaridade no processo ensino/aprendizagem de projeto: o curso de Arquitetura e Urbanismo da Universidade Potiguar de Mossoró-RN

Training in Architecture and Urbanism with its general characteristic involves, in its nature, knowledge of various areas (technology, theory, history, representation, and design), being the space of design conception that place where the synthesis of this knowledge is reflected more clearly. We believe that the integrated work in the architectural curriculum can provide an overview of the project, thus contributing to better training of the architect. This research aims to reflect on the role of integration and interdisciplinary in teaching architectural design. This theme has been work recurrently by critics in the teaching area of project and events of the area as the seminars of the Projetar, highlighted by several authors to search integration as an essential pedagogical approach to design education. The work aims to contribute to reflection and awareness of those involved on the importance of integration in the architectural course of project processes. For this, we analyzed the potential and limits of this process in Architecture and Urbanism Course (CAU) at the Universidade Potiguar (UNP) Mossoró, which has the integration and interdisciplinary recorded since the Pedagogical Project of the Course. This analysis will be performed by observing the development of “interdisciplinary work” in the fifth term during the first half of 2014.1. This research concerns an exploratory qualitative study that aims to investigate specific issues on the teaching/learning architecture project and the integration in architecture courses, following a non-participant observation in architectural design classes in the fifth term of CAU/UnP/ Mossoró, and analysis of final products, which would be the work of the last unit of the semester, called “Interdisciplinary work”. Questionnaires for the teachers who participated in the process has been apply via email and analyzed. Reflection supports several other already carried out to identify the difficulties inherent in applying these principles satisfactorily. Noting, however, that interdisciplinarity, in fact, it goes beyond integration and is even more difficult to achieve. In addition to an educational project that incorporates these principles, such as the course of Architecture and Urbanism of the UNP-Mossoró, full adhesion it is necessary by the faculty and students of this teaching philosophy.

Integração e interdisciplinaridade no processo ensino/aprendizagem de projeto: o curso de Arquitetura e Urbanismo da Universidade Potiguar de Mossoró-RN

Training in Architecture and Urbanism with its general characteristic involves, in its nature, knowledge of various areas (technology, theory, history, representation, and design), being the space of design conception that place where the synthesis of this knowledge is reflected more clearly. We believe that the integrated work in the architectural curriculum can provide an overview of the project, thus contributing to better training of the architect. This research aims to reflect on the role of integration and interdisciplinary in teaching architectural design. This theme has been work recurrently by critics in the teaching area of project and events of the area as the seminars of the Projetar, highlighted by several authors to search integration as an essential pedagogical approach to design education. The work aims to contribute to reflection and awareness of those involved on the importance of integration in the architectural course of project processes. For this, we analyzed the potential and limits of this process in Architecture and Urbanism Course (CAU) at the Universidade Potiguar (UNP) Mossoró, which has the integration and interdisciplinary recorded since the Pedagogical Project of the Course. This analysis will be performed by observing the development of “interdisciplinary work” in the fifth term during the first half of 2014.1. This research concerns an exploratory qualitative study that aims to investigate specific issues on the teaching/learning architecture project and the integration in architecture courses, following a non-participant observation in architectural design classes in the fifth term of CAU/UnP/ Mossoró, and analysis of final products, which would be the work of the last unit of the semester, called “Interdisciplinary work”. Questionnaires for the teachers who participated in the process has been apply via email and analyzed. Reflection supports several other already carried out to identify the difficulties inherent in applying these principles satisfactorily. Noting, however, that interdisciplinarity, in fact, it goes beyond integration and is even more difficult to achieve. In addition to an educational project that incorporates these principles, such as the course of Architecture and Urbanism of the UNP-Mossoró, full adhesion it is necessary by the faculty and students of this teaching philosophy.

O ensino por investigação: construindo possibilidades na formação continuada do professor de ciências a partir da ação-reflexão

Studies and reflections about the current trends on teaching Science show us the importance of include in the teaching practice, activities with a investigative and problematic approach, that allow to the learners to understand and to apply concepts and phenomena scientifics. On this perspective, the teacher continuing education is essential to effect the practice of this approach in the classroom. Therefore, this research has as an objective to contribute with Science teacher continuing formation in the basic education, in the use of the investigative approach, with a view to overcoming obstacles and making change in pedagogical practice using this research elements. For this, a qualitative research with science teachers of basic schools in the city of Natal/ RN/ Brazil was held, who attended the training course on teaching by investigation in 2012, through the project entitled "Em Busca de Novos Talentos para a Ciência: uma intervenção no ensino público" (Searching New Talents for Science: an intervention in public education).The research was conducted in four stages: Diagnosis of the conceptions of education for research and incorporation into practice after the New Talents course; projection of the intervention, intervention and evaluation. To obtain the data it was made a questionnaire, semi-structured interviews, group studies, written records and participant observation. It was analyzed that the course had significant contributions to the participating teachers to promote the approach and the motivation for incorporation of the investigative approach in practice. The permanence of weaknesses related to the theoretical basis was found, the wear resistance, difficulty in planning activities and the change in practice, diagnosed the previous course of this research. It was also noticed certain lack of domain of teaching principles of investigation by the teachers, who despite being well understood in theory, reveal gaps in practice. Despite not having been exploited the full potential of investigative activity is apparent that the inclusion of activities with an investigative approach to science and biology classes is essential for an active, critical and reflective posture of the students as well as the interest in learning about science. It was demonstrated that intervention with moments of reflection, engagement, knowledge exchange, it was effective in overcoming difficulties identified at baseline as well as providing greater motivation to face the innovations and changes in education, suggesting an important format to considered in the course of continuing education. This is because the planning and replanning allow teachers to reflect and evaluate their practice, contributing to overcoming difficulties of teachers on a daily basis.

O ensino por investigação: construindo possibilidades na formação continuada do professor de ciências a partir da ação-reflexão

Studies and reflections about the current trends on teaching Science show us the importance of include in the teaching practice, activities with a investigative and problematic approach, that allow to the learners to understand and to apply concepts and phenomena scientifics. On this perspective, the teacher continuing education is essential to effect the practice of this approach in the classroom. Therefore, this research has as an objective to contribute with Science teacher continuing formation in the basic education, in the use of the investigative approach, with a view to overcoming obstacles and making change in pedagogical practice using this research elements. For this, a qualitative research with science teachers of basic schools in the city of Natal/ RN/ Brazil was held, who attended the training course on teaching by investigation in 2012, through the project entitled "Em Busca de Novos Talentos para a Ciência: uma intervenção no ensino público" (Searching New Talents for Science: an intervention in public education).The research was conducted in four stages: Diagnosis of the conceptions of education for research and incorporation into practice after the New Talents course; projection of the intervention, intervention and evaluation. To obtain the data it was made a questionnaire, semi-structured interviews, group studies, written records and participant observation. It was analyzed that the course had significant contributions to the participating teachers to promote the approach and the motivation for incorporation of the investigative approach in practice. The permanence of weaknesses related to the theoretical basis was found, the wear resistance, difficulty in planning activities and the change in practice, diagnosed the previous course of this research. It was also noticed certain lack of domain of teaching principles of investigation by the teachers, who despite being well understood in theory, reveal gaps in practice. Despite not having been exploited the full potential of investigative activity is apparent that the inclusion of activities with an investigative approach to science and biology classes is essential for an active, critical and reflective posture of the students as well as the interest in learning about science. It was demonstrated that intervention with moments of reflection, engagement, knowledge exchange, it was effective in overcoming difficulties identified at baseline as well as providing greater motivation to face the innovations and changes in education, suggesting an important format to considered in the course of continuing education. This is because the planning and replanning allow teachers to reflect and evaluate their practice, contributing to overcoming difficulties of teachers on a daily basis.

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.