Os saberes dos médicos docentes sobre a atuação profissional no ensino superior

Abstract

The medical professor, as well as in some other areas of teaching in higher education, is not prepared in the undergraduate course to teach and, as a result, his experience in the classroom derives mainly from his specific knowledge in the field in which it operates. Understanding the teaching exercise as a social practice, the professionalization of the teacher must constitute a strategy for the constant rethinking of education in its institutional and social dimensions. The present research has as general objective to identify and analyze the identity and the knowledge of the teaching of the medical professors, in an undergraduate course in Medicine. In view of the proposed objective, we opted for a qualitative methodology. To conduct the research, a semi-structured interview was conducted with twelve doctors, professors of the Medicine Course of a Private Higher Education Institution of the State of Sao Paulo. The collected data were analyzed from a theoretical reference centered on Mikhail Bakhtin's Theory of Materialist Philosophy of Language. Analyzing, critically, the results of the research, we saw the need to reflect on the process of training, performance and development of the medical professional in teaching. Specific teacher training is required to start a career as a teacher, and institutions should promote initial, ongoing pedagogical training actions, allowing for changes in the pedagogical practices of medical professionals in undergraduate medical courses.