Thus, with the early inclusion of students in the health services, professionals in the local Healthcare Network are able to guide and supervise undergraduate students, having the public health service as the scenario of shared practices and knowledge. In this perspective, Universidade Federal do Sul da Bahia UFSB , the newest Brazilian federal university, has the mission of stimulating social development, both locally and regionally.
Thus, it understands university extension as a permanent process of construction of dialogs that value knowledge and practices which are part of the symbolic universe of the territory in which it is included.
The emphasis on the principle of inseparability among teaching, research and extension will require new development strategies of academic activities to promote the interlocution among multiple types of knowledge, based on an intercultural perspective 11 , This experience favors comprehensive education and prepares graduates to professional work. UFSB understands its social role and responsibility for the high-quality education of its students. This model opens possibilities of change in the preparation of the health professional and enables transformations in the field of practices.
The basis of the curricular structure is formed by the flexibility of the flow, pedagogical plurality, and interdisciplinary recycling and connection. The aim is that students construct their autonomy in the pedagogical process using active learning methodologies. The program is divided into two stages: General Education and Specific Education.
The General Education stage corresponds to the first three four-month periods of the program and aims at the development of skills and competences that enable a pertinent and critical understanding of the regional, national and global reality. This period is composed of curriculum components that approach themes that structure university education, like abstract reasoning, Portuguese language, English language and their technologies, as well as curriculum components from the areas of Humanities and Art, which introduce students to an education that focuses on interdisciplinarity. It is organized around an obligatory Common Nucleus whose center are health practices based on the territorialization process, on the analysis of the health situation, and on the planning, performance and evaluation of relevant interventions to the community and health services.
In addition to this obligatory common axis, students can construct their academic trajectory in a flexible way, depending on their choices, either to the second cycle vocational health courses or to the third cycle postgraduate courses. The proposal is aligned with the new National Curriculum Guidelines and with the collective construction of Pedagogical Projects for Courses, which emphasize active teaching and learning methodologies, interdisciplinarity and teamwork.
Targeted at the area of primary care, it integrates teaching, service and the community, and involves students in a broad survey of the health conditions of the Extreme South of Bahia. This is performed by searching the available data sources in the national health information systems of the SUS, and by constructing a participatory diagnosis of the health situation that encompasses social, cultural, economic, environmental, physical and political aspects of the territory.
The teaching-service integration is essential to strengthen the permanent education policy by means of the action of higher education institutions and professionals of the health network in the academic supervision of the activities performed by students 8 , 9. Health, in turn, also results from the organization of daily life, from sociability, affectivity, subjectivity, culture, leisure and from relationships to the environment and territory.
This dynamic territory under permanent construction 17 is the support for the organization of shared practices and action in health teaching-service-community , the place where actions are planned and the health services are organized Community Agent, Family Health Strategy, Family Health Support Nucleus , and also the support for community life school, commerce, leisure. They go to the communities and their territories, get involved in the difficulties and challenges experienced by the population and reflect, in their own practice and in group discussions, on possibilities to intervene and overcome problems.
This methodology is relevant in a teaching-learning process that takes the territory as the reference to health education and emphasizes reflection on the experienced practice, with the purpose of interacting and proposing changes in a given social, cultural and health context, in dialog with the subjects who inhabit it 15 , This didactic strategy implies that new challenges have to be faced, like the construction of an integrated curriculum in which the axis of education articulates practice, work and care 19 , Action research has contributed to the construction of a participatory diagnosis of the health situation in the city of Porto Seguro that aimed to identify both the problems and potentialities of the territories, with the active participation of the community and professionals from the health services.
The diagnosis serves as a basis to prioritize problems and plan, in a joint way, actions to solve them, in order to transform the observed realities by understanding them and through the commitment to the subjects involved in the process Action research is articulated with active methodologies, which are supported by the significant theoretical principle of autonomy, present in the discussions and works of the educator Paulo Freire 22 , In the present proposal, the work was organized based on three groups divided according to the structure of the Primary Care network of the city of Porto Seguro, with the aim of analyzing the health situation and constructing the community-teaching-service relationship in the elected territories.
"Becoming" a professional : : an interdisciplinary analysis of professional learning
FAQ Policy. My self-confidence has really grown this semester. One of the things that I got [out of the experience] was to be able to talk about some of the things we have done this semester…so talking about what I could be using going forward as an educator, and it was great to explore what we have done this semester and how much we have learned about ourselves as educators and as future teachers.
It was good to look back and see what I had come in with and thoughts that I had at the time and just, kind of, where I am at this point and how I have grown. It was pretty good to look around and see the knowledge I built up over the semester.
This ability to pull things together from across multiple courses gave the TCs as a group a sense of being part of a whole as they recognized how all the bits they had done over the term connected and interacted. The ability to recall parts of life that structured their thinking as prospective teachers enabled them to connect their life experiences to their forming teacher identity:.
I included my autoethnography which went through the texts which have influenced me from grade 4 until now, and how that related to me being a teacher…so I thought that really helped me think about my life and teaching together, which I had not really thought about before this.
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The idea of change, even for the more traditionalist students, made sense as they integrated school and university learning experiences. Indeed, one or two courses each term in the program were still focused on covering content and using tests to ensure TCs read course material; however, the contrasting experience in the TRUVIC cluster of courses meant that TCs came to appreciate the collective self-organizing, adaptive, and emergent form of learning that was being modelled. As was noted in Sanford et al.
This process shifted how students as a cohort and their instructors as a collective described the world of teaching, as they learned to teach with a relational epistemology, interact with adolescents and bring forth the knowledge of being a teacher from different pedagogical spaces. Abrami, P. Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology, 31 3 , Barab, S. Smart people or smart contexts? Cognition, ability, and talent development in an age of situated approaches to knowing and learning. Educational Psychologist , 37 , Britzman, D.
Cultural myths in the making of a teacher: Biography and social structure in teacher education.
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Harvard Educational Review , 56 4 , Bruner, J. Acts of meaning. Carr, W. Becoming critical: Knowing through action research. Lewes, United Kingdom: Falmer Press. Clandinin, D.
Nursing Education and Professional Development - Nursing Health, & Environment - NCBI Bookshelf
Knowledge, narrative and self-study. John Loughran, M. Hamilton, V. Russell Eds. Dordrecht, Netherlands: Springer.
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Pearson Eds. Conroy, J. Journal of Education for Teaching , 39 5 , Darling-Hammond, L. Constructing 21st-century teacher education. Journal of Teacher Education , 57 3 , Teacher education around the world: Changing policies and practices. London, United Kingdom: Routledge. Davis, B. Complexity science and educational action research: Toward a pragmatics of transformation. Educational Action Research , 13 3 , Denzin, N. Introduction: The discipline and practice of qualitative research.
Lincoln Eds. London, United Kingdom: Sage. Dewey, J.