<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100236</article-id>
<article-id pub-id-type="doi">10.5902/1984644467081</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interfaces do processo de construir-se professor: uma revisão integrativa da literatura sobre a professoralidade na saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[Interfaces in the process of becoming a teacher: an integrative review of literature on teaching in health]]></article-title>
<article-title xml:lang="es"><![CDATA[Interfaces en el proceso de convertirse en docente: una revisión integradora de la literatura sobre enseñanza en salud]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mattia]]></surname>
<given-names><![CDATA[Bianca Joana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paz Arruda Teo]]></surname>
<given-names><![CDATA[Carla Rosane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100236&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100236&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Constituição Federal brasileira positivou a saúde como direito, instituiu o Sistema Único de Saúde e o definiu como ordenador da formação profissional na área. Porém, a legislação não trata da docência na área da saúde. Assim, é importante entender como um profissional da saúde torna-se professor, buscando-se captar a essência desse fenômeno no conceito de professoralidade. O objetivo desse trabalho foi compreender a construção da professoralidade na área da saúde, por meio de uma Revisão Integrativa de Literatura. A busca pelos estudos foi realizada na Biblioteca Virtual em Saúde e no Portal de Periódicos CAPES, aplicando-se, aos selecionados, Análise de Conteúdo Temática. Este texto se ocupa da categoria &#8220;interfaces do processo de construir-se professor na área da saúde&#8221;, originada da análise de 32 artigos incluídos na revisão. Observou-se que a construção da professoralidade na saúde é campo permeado por tensões, influências e saberes. As principais tensões foram: reconhecimento da docência como processo que requer aporte teórico-metodológico; premência de perceber a docência como profissão e a formação docente como formação profissional; sobrecarga de trabalho docente; (pseudo)equivalência entre produção científica e qualificação docente; sensibilização docente para comprometer-se com a formação permanente. Entre as influências, destaca-se: formação disciplinar inicial; formação continuada; exemplos de antigos professores. Constatou-se que, além dos saberes disciplinares específicos, a docência na saúde requer saberes pedagógicos, políticos, históricos e filosóficos. Conclui-se que é imprescindível compreender os elementos que constituem a professoralidade nesta área, com vistas a uma práxis voltada ao fortalecimento do SUS.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Brazilian Federal Constitution determined healthcare as a right, founded the SUS (Brazil's Unified Public Health System), and defined it as professional qualification organizer in the area. Nevertheless, the legislation does not manage the teaching in the healthcare area. Thus, it is important to understand how a healthcare professional becomes a teacher, intending to catch the essence of this phenomenon in the professorality term. This study aimed to comprehend the professorality construction in the healthcare area, through a Literature Integrative Review. The quest for the studies took place in the Virtual Health Library (VHL) and in the CAPES Journals, applying, to the selected ones, Thematic Content Analysis. The present article occupies the &#8220;interfaces from the process of becoming a teacher in the healthcare area&#8221; category, originated from the analysis of 32 articles included in the review. It has been noted that the professorality construction in the healthcare area is surrounded by tensions, influences, and knowledge. The main tensions were: acknowledgment of teaching as a process that needs theoretical and methodological contribution; urgency in understanding teaching as a profession and teacher&#8217;s education as a vocational training; teachers work overload; (pseudo) equivalence between scientific production and teaching qualification; teaching awareness into compromising with the permanent education. Among the influences, stand out: initial disciplinary education; continuing education; models of formers teachers. It was found that, beyond the specific disciplinary knowledge, the teaching in the healthcare area requires pedagogical, political, historical, and philosophical knowledge. In conclusion, it is essential to comprehend all the parts that compose the professorality in this area, through a practice focused on SUS empowerment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Constitución Federal brasileña afirmó la salud como un derecho, instituyó el Sistema Único de Salud (SUS) y lo definió como organizador de la formación profesional en el área. Sin embargo, la legislación no aborda la enseñanza en el sector de la salud. Por lo tanto, es importante comprender cómo un profesional de la salud se convierte en docente, buscando captar la esencia de este fenómeno en el concepto de profesoralidad. El objetivo de este trabajo fue comprender la construcción del profesorado en el área de la salud, a través de una Revisión Integrativa de la Literatura. La búsqueda de estudios se realizó en la Biblioteca Virtual en Salud y en el Portal de Revistas CAPES, aplicando Análisis de Contenido Temático a los seleccionados. Este texto aborda la categoría &#8220;interfaces en el proceso de formación docente en el área de la salud&#8221;, a partir del análisis de 32 artículos incluidos en la revisión. Se observó que la construcción de la enseñanza en salud es un campo permeado por tensiones, influencias y conocimientos. Las principales tensiones fueron: reconocimiento de la enseñanza como un proceso que requiere apoyo teórico-metodológico; la urgencia de percibir la docencia como profesión y la formación docente como formación profesional; sobrecarga de trabajo docente; (pseudo)equivalencia entre producción científica y cualificación docente; sensibilización docente para comprometerse con la formación continua. Entre las influencias destacan las siguientes: formación disciplinaria inicial; formación continua; ejemplos de antiguos profesores. Se encontró que, además de conocimientos disciplinares específicos, la enseñanza en salud requiere conocimientos pedagógicos, políticos, históricos y filosóficos. Se concluye que es fundamental comprender los elementos que constituyen la enseñanza en esta área, con miras a una praxis orientada al fortalecimiento del SUS.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Saúde]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[College Education]]></kwd>
<kwd lng="en"><![CDATA[Health]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Salud]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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