Representación social del paciente que se beneficia de la interacción universidad pública y hospitales generales

Hospitals are very important for the health system. The objective of this quali-quantitative research was to visualize patients' social representation, which profited of the interaction between public universities and hospitals. 105 patients in the waiting rooms at the Integrated Clinic at FOA _ UNESP in the first semester 2005 answered to the question: How did you know about the service at FOA? - in opened interviews, recorded or written. A collective speech of the subject represented the field that allouds a society to speak as one. Twenty three of all patients have been sent to FOA by Health Assistance Centers in Araçatuba (7) and region (16) and twenty one patients assisted in Araçatuba by emergency. We can observe that the interaction between the public universities and general hospitals is a reality.

A visita domiciliar na formação de médicos: da concepção ao desafio do fazer

Desde 2003, desenvolve-se a Interação Universidade Serviço Comunidade (IUSC) na graduação médica de uma universidade pública do interior de São Paulo, Brasil, a partir da necessidade de vivências na Atenção Primária, visando à integralidade do cuidado. A visita domiciliar (VD) destacou-se como possibilidade para o estudante refletir sobre determinantes sociais do processo saúde-doença; desenvolver habilidades comunicacionais, prática educativa dialógica e vínculo com a comunidade; ampliar o raciocínio clínico e contribuir para a compreensão e resolução dos problemas familiares. O objetivo deste estudo foi investigar essa proposta da VD na formação médica, utilizando pesquisa documental. Contextualizou-se o desenvolvimento da VD na IUSC, sua importância, abrangência e desafios para sua legitimação e incorporação como prática pertinente à formação médica. Concluiu-se que a VD pode fortalecer e ampliar vínculos, compromissos, e favorecer a comunicação, contribuindo para a mudança da educação médica no Brasil.

Docência universitária: representações sociais das constituições subjetivas

Pós-graduação em Serviço Social - FCHS

Avaliação de estudantes sobre práticas de ensino em Disciplina de um Curso de Fonoaudiologia do Estado de São Paulo

This study evaluates seven higher learning practices performed on a subject of a Speech-language pathology course at São Paulo State. It was done with 31 sophomore students of a public university, with a 21-26 age range. Teaching practices were planned according to the Teaching plan of the Professor responsible for the subject, the recommendations of the National Curricular Directions of the Speech-language pathology undergraduate course and the theory assumptions of Behavior Analysis. The results showed that 394 teaching practices evaluations were performed by the students, 259 of them (66%) favorably and 135 (33%) unfavorably. The statement of the experience was the teaching practice better evaluated (70%) different from the interview (62%). This paper showed the potentialities and fragilities of each teaching practice performed and may contribute to Speech-language pathology teachers and other areas of teaching on the conception of the teaching plan.

Aquecimento e Desaquecimento Vocal em Estudantes de Pedagogia

Introduction: the voice is one of the main features of interaction between teacher and student. As teachers, future teachers are also risk population for the development of dysphonia and may be subject to protective intervention. Purpose: to evaluate the effect of a vocal warm-up and cool-down procedure at Pedagogy students. Method: A quasi-experimental study, pre-posttest without a control group, with fourteen Pedagogy students at a public university, participants of a short course. The analysis was performed by a self-assessment visual analogue scale of 10 cm, considering aspects related to the body and voice. The protocol was implemented in three steps: pre-test, post warm-up and post cool-down, and it was calculated the averages of the variables of discomfort and compared the measurements before and after performing each procedure. It was used the the Wilcoxon signed-rank statiscal test, adopting a significance level of 5%. Results: there was less discomfort with statistical significance after the vocal warm-up (p=0.002) and cool-down (p=0.001), with greater magnitude in both aspects related to voice. Conclusions: The vocal warm-up and cool-down have positive effects on the perception of students and should be taught to future teachers in order to prevent vocal disorders. The vocal cool-down, poorly researched, should not be passed over vocal health practices since its purpose showed obvious improvement in the investigated group.

El caso de enseñanza en la formación del Pedagogo 1989-0257

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Formação inicial docente: o estágio como espaço de aprendizagens

The study presented here aimed to understand how the traineeship supervisor can act for this moment to be a valuable learning for future teachers, with a view to her operations to expand the knowledge of students. For this, we analyzed the pedagogical actions that occurred during the supervised training of a pedagogy course at a public university situated in the state of Paraná, Brazil. Supported in qualitative research this investigation shows that the supervisory actions, in the view of interns, favored teacher education: respect for the supervisor to people; her orientation to the importance of reflecting on aspects recognized as negative, her help in the preparation of interdisciplinary lesson plan and the need for a flexible lesson plan; her presence in moments of interventions; feedback given and appreciation of the role of the educator in the teaching / learning.

Future Brazilian teachers imaginaries about physics teaching in adults education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.

Construindo significados sobre gerência da assistência: um estudo fenomenológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)