Entre o ensinar e o aprender: dimensões do ensino nos espaços de orientação acadêmica de estágios curriculares dos cursos da Saúde
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Data
2019-11
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Schwertner, Suzana Feldens
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As diretrizes curriculares nacionais – DCN (2001, 2002, 2004, 2017) – dos cursos da Saúde evidenciam que a orientação acadêmica constitui encontros de ensino e de aprendizagem que necessitam ser promovidos aos estudantes de forma concomitante ao período de estágio curricular obrigatório. Neste espaço, o orientador não executa as ações diretamente, mas cria ambientes de reflexão sobre as ações, pensamentos e sentimentos vivenciados pelo estudante no estágio, contribuindo para a construção da prática profissional (PIMENTA; LIMA, 2012). Entretanto, apesar deste espaço ser fundamental para a formação dos estudantes, não se
encontraram estudos brasileiros destinados a explorar o ensino na orientação acadêmica dos cursos da Saúde e há poucos trabalhos que abordam as influências desse processo na produção de conhecimento dos sujeitos. Considerando tais afirmações, a presente pesquisa analisou a dimensão do ensino no espaço de orientação acadêmica dos estágios curriculares dos cursos da Saúde. Ela foi realizada com seis professores dos cursos da área da Saúde da Universidade do Vale do Taquari – Univates. O estudo empregou uma abordagem qualitativa, de cunho exploratório e descritivo, utilizando o método cartográfico como produção de dados, que
ocorreu por meio da escrita de cartas, produzidas pelos professores participantes e pela utilização do diário de bordo, por parte da pesquisadora. A análise dos dados se direcionou ao campo discursivo das narrativas dos professores, utilizando como base as teorizações foucaultianas referentes à análise discursiva (FOUCAULT, 2012). Tal análise possibilitou observar os atravessamentos históricos, políticos e sociais presentes nas escritas, explorando as modificações do discurso no momento de ser estudante e ser professor e investigando como as experiências dos professores são atravessadas pelos discursos. Os resultados indicam que a
orientação acadêmica é um ambiente de acolhimento, permeado pela interação entre professor e estudante. A discussão e reflexão também constituem a base desses momentos, pois movimentam trocas entre orientador e estagiário, instigando os participantes a problematizar, refletir, construir, trocar e aprimorar as práticas de trabalho. O ensino e a aprendizagem são contínuos. Os professores se percebem responsáveis por construir e mediar estes momentos, porém, destacam que não só ensinam, nem apenas aprendem, mas sim ‘ensinam & aprendem’. A ação pedagógica dos professores neste espaço visa contribuir para o desenvolvimento de
habilidades e competências do futuro profissional. Nessa perspectiva, respeitam a singularidade de cada estudante e, pela sensibilidade, aproximam-se destes, construindo uma relação de confiança, crucial para o momento. Em algumas ações, utilizam a narrativa de suas experiências para que, por meio da escuta, o estudante tenha um elemento disparador e consiga delinear suas próprias intervenções profissionais. Além disso, os docentes visualizam a orientação como espaço de reflexão da prática, que oportuniza a interação e articulação entre teoria e prática. A ação do orientador está ancorada no compromisso com os princípios, missão e valores da IES, com o PPC e a DCN, além de ser atravessada por aporte teórico e estar em consonância com os métodos avaliativos do curso. No entanto, para operacionalizar estes aspectos, os orientadores focam na construção de espaços de afeto, para que essas vivências instiguem no aluno o desejo
pelo saber.
The National Curriculum Guidelines – NCG (2001, 2002, 2004, 2017) – of Health courses show that academic orientation constitutes teaching and learning meetings that need to be promoted to students concomitantly with the period of compulsory curricular internship. In this space, the advisor does not perform the actions directly, but creates environments for reflection on the actions, thoughts and feelings experienced by the student in the internship, contributing to the construction of professional practice (PIMENTA; LIMA, 2012). However, although this space is fundamental for the formation of students, there are no Brazilian studies to explore teaching in the academic orientation of health courses and there are few studies that address the influences of this process on the production of knowledge of the subjects. Considering these statements, the present research analyzed the teaching dimension in the academic orientation space of the curricular internships of the Health courses. It was carried out with six professors of the Health courses at the University of Taquari Valley – Univates. The study had a qualitative, exploratory and descriptive approach, using the cartographic method as data production, which occurred through the writing of letters, produced by the participating teachers and the use of the logbook by the researcher. The data analysis was directed to the discursive field of the narratives of the teachers, based on Foucaultian theorizing regarding discursive analysis (FOUCAULT, 2012). Such analysis made it possible to observe the historical, political and social crossings present in the writings, exploring the modifications of discourse at the moment of being a student and being a teacher and investigating how the experiences of teachers are crossed by the discourses. The results indicate that the academic orientation is a welcoming environment, permeated by the interaction between teacher and student. Discussion and reflection are also the basis of these moments, as they provoque exchanges between advisor and intern, prompting participants to problematize, reflect, build, exchange and improve work practices. The teaching and learning processes are continuous. Teachers find themselves responsible for building and mediating these moments, but emphasizing that not only teach, not only learn, but "teach & learn". The pedagogical action of teachers in this space aims to contribute to the development of skills and competencies of the future professional. In this perspective, they respect the uniqueness of each student and, by sensitivity, approach them, building a relationship of trust, crucial for the moment. In some actions, they use the narrative of their experiences so that, through listening, the student has a trigger element and can outline his own professional interventions. Furthermore, teachers view orientation as a space for reflection of practice, which provides the opportunity for interaction and articulation between theory and practice. The action of the advisor is anchored by the commitment to the principles, mission and values of the IES, the PPC and the DCN, besides being crossed by theoretical support and according to the evaluation methods of the course. However, to operationalize these aspects, the advisors focus on the construction of spaces of affection, so that these experiences instigate in the student the desire for knowledge.
The National Curriculum Guidelines – NCG (2001, 2002, 2004, 2017) – of Health courses show that academic orientation constitutes teaching and learning meetings that need to be promoted to students concomitantly with the period of compulsory curricular internship. In this space, the advisor does not perform the actions directly, but creates environments for reflection on the actions, thoughts and feelings experienced by the student in the internship, contributing to the construction of professional practice (PIMENTA; LIMA, 2012). However, although this space is fundamental for the formation of students, there are no Brazilian studies to explore teaching in the academic orientation of health courses and there are few studies that address the influences of this process on the production of knowledge of the subjects. Considering these statements, the present research analyzed the teaching dimension in the academic orientation space of the curricular internships of the Health courses. It was carried out with six professors of the Health courses at the University of Taquari Valley – Univates. The study had a qualitative, exploratory and descriptive approach, using the cartographic method as data production, which occurred through the writing of letters, produced by the participating teachers and the use of the logbook by the researcher. The data analysis was directed to the discursive field of the narratives of the teachers, based on Foucaultian theorizing regarding discursive analysis (FOUCAULT, 2012). Such analysis made it possible to observe the historical, political and social crossings present in the writings, exploring the modifications of discourse at the moment of being a student and being a teacher and investigating how the experiences of teachers are crossed by the discourses. The results indicate that the academic orientation is a welcoming environment, permeated by the interaction between teacher and student. Discussion and reflection are also the basis of these moments, as they provoque exchanges between advisor and intern, prompting participants to problematize, reflect, build, exchange and improve work practices. The teaching and learning processes are continuous. Teachers find themselves responsible for building and mediating these moments, but emphasizing that not only teach, not only learn, but "teach & learn". The pedagogical action of teachers in this space aims to contribute to the development of skills and competencies of the future professional. In this perspective, they respect the uniqueness of each student and, by sensitivity, approach them, building a relationship of trust, crucial for the moment. In some actions, they use the narrative of their experiences so that, through listening, the student has a trigger element and can outline his own professional interventions. Furthermore, teachers view orientation as a space for reflection of practice, which provides the opportunity for interaction and articulation between theory and practice. The action of the advisor is anchored by the commitment to the principles, mission and values of the IES, the PPC and the DCN, besides being crossed by theoretical support and according to the evaluation methods of the course. However, to operationalize these aspects, the advisors focus on the construction of spaces of affection, so that these experiences instigate in the student the desire for knowledge.
Descrição
Palavras-chave
Orientação acadêmica; Ensino e aprendizagem; Docência; Saúde; Estágios curriculares; Academic orientation; Teaching and learning; Teaching; Health; Curricular internships
Citação
POLONIO, Denise Fabiane. Entre o ensinar e o aprender: dimensões do ensino nos espaços de orientação acadêmica de estágios curriculares dos cursos da Saúde. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2019. Disponível em: http://hdl.handle.net/10737/2882.