Integração entre conhecimento disciplinar e conhecimento pedagógico em cursos de graduação em farmácia

• Ano de defesa: 2017
• Autor(a) principal: Godoi, Danillo Rodrigues de Sá
• Orientador(a): Freitas, Raquel Aparecida Marra da Madeira
• Banca de defesa: Souza, Adenícia Custódia Silva e , Rosa, Sandra Valéria Limonta
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Atenção à Saúde
• Departamento: Escola de Ciências Sociais e Saúde::Curso de Enfermagem
• País: Brasil
• Palavras-chave em Português: Faculdades de Farmácia. Conhecimento Disciplinar e Conhecimento Pedagógico. Docência Universitária. Docência no Ensino Superior.
• Palavras-chave em Inglês: Pharmacy Faculties. Disciplinary Knowledge and Pedagogical Knowledge. University Teaching. Teaching in Higher Education.
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::ENFERMAGEM
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/4150

A descriptive and exploratory qualitative research was carried out with the objective of investigating how the integration between disciplinary knowledge and pedagogical knowledge in undergraduate courses in pharmacy in the state of Goiás is presented, and to analyze what teachers understand about this integration. Fourteen teachers participated in the study and the data were collected through a questionnaire and semi-structured interview. The analysis of the data showed that the teachers present specific training in the area of the discipline that they teach, the majority with doctor's degree in the area, denoting that they present mastery of the disciplinary knowledge. However, they have little or no pedagogical training, and their reports indicate that in the teaching activity, experiential knowledge about teaching predominates, with little pedagogical and / or didactic theoretical foundation. It is concluded that it is necessary to invest in pedagogical training, creating for teachers the possibilities of articulating the epistemological aspects of the field of pharmacy and the taught discipline and the pedagogical aspects of teaching. It is believed that the analyzes presented in this research may contribute to new reflections on the teaching activity and on the quality of training of pharmacists, since this theme is still little explored in research on teaching in pharmacy courses.