Resumo

CANUTO, Angela Maria Moreira  e  BATISTA, Sylvia Helena Souza da Silva. Concepções do processo ensino-aprendizagem: um estudo com professores de medicina. Rev. Bras. Educ. Med. [online]. 2009, vol.33, n.04, pp.624-631. ISSN 1981-5271.

This article addresses medical teaching as a social construction process, linking academic policy, pedagogical, personal, and inter-subjective factors. With the aim of analyzing the conceptions towards teaching practice, learning, and faculty training in medicine among medical professors at the Federal University in Alagoas, Brazil, a study was designed with a sample of 21 professors that joined the university’s medical faculty from the 1950s to the 1990s. Data collection used semi-structured interviews, submitted to thematic content analysis. Within the context of teaching and learning in medicine, the professors highlighted the faculty-student relationship. Analysis of faculty back ground showed that many professors were self-taught, and there was an evident lack of systematization, which the interviewees indicated as a gap in their medical teaching careers. Faculty training in medicine appeared as a process encompassing multiple experiences and models, high lighting that to be co me a medical professor is a complex, plural, and multifaceted process.

Palavras-chave : Medical’ Education; Faculty; Medical; Education’ Medical; Undergraduate.

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