A fonoaudiologia e os acidentes humanos: aspectos curriculares e opiniões de docentes e discentes
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Data
2006-02-17
Autores
Nascimento, Edinalva Neves [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desse estudo foi investigar a formação fonoaudiológica em relação aos acidentes humanos a partir de opiniões de docentes e discentes, além de documentos (matrizes curriculares, ementas e programas das disciplinas e estágios) dos cursos de Fonoaudiologia. Participaram 52 professores e 92 estudantes de três faculdades públicas e três privadas do Estado de São Paulo. Os dados foram coletados com base nos documentos das faculdades e nas respostas dos questionários fornecidos aos participantes. A análise das matrizes curriculares indicou que a carga horária teórica é concentrada nos primeiros anos dos cursos, e os estágios são realizados no final da graduação, o que pode dificultar uma inserção mais prolongada de ações educativas preventivas junto à comunidade. Os programas mostraram a utilização de aulas expositivas como principal método de ensino, além de provas teóricas na avaliação do aprendizado, ao invés de uma participação mais ativa do estudante nas atividades da graduação e do professor como mediador neste processo. As ementas dos cursos apresentaram riqueza de conteúdos sobre aspectos morfológicos e funcionais da cabeça e pescoço, patologias fonoaudiológicas que podem ser causadas por agentes agressores externos, e também conteúdos sobre atenção primária à saúde. Essas questões são relevantes e precisam ser enfatizadas, para que os alunos reconheçam a importância da prevenção de acidentes. Esse estudo evidencia a necessidade de reflexões acerca do modelo atual da formação superior do fonoaudiólogo, para que se possa ampliar e otimizar as oportunidades de atuação educativa/preventiva em relação às demandas sociais que envolvam acidentes humanos.
The purpose of this study was to investigate phonoaudiological education in relation to human accidents based on the opinions of professors and students, and also on Phonoaudiology course documents (curricular matrices, discipline programs and summaries and training periods). The participants were 52 professors and 92 students from three public and three private colleges of the State of Sao Paulo. The data were collected from those documents and the questionnaires answered by the participants. Analysis of the curricular matrices showed that a theoretical schedule load is concentrated in the first-year courses, while training periods are carried out by the end of the graduation program, which may contribute to delay a longer insertion of preventive educational actions into the community. The programs showed the use of lectures as the main education method, as well as theoretical tests for learning evaluation, rather than a more active participation of the student in course activities and the professor as a mediator in this process. The summaries of the courses presented a wealth of contents on the head and neck morphological and functional aspects, phonoaudiological pathologies that can be caused by external aggressive agents, besides contents on primary health attention. These are relevant issues that need to be emphasized, so that the students can recognize the importance of preventing accidents. The present study indicated the necessity to reflect upon the current higher education Phonoaudiology program, so as to extend and optimize the opportunities for educational/preventive performance in relation to the social demands concerning human accidents.
The purpose of this study was to investigate phonoaudiological education in relation to human accidents based on the opinions of professors and students, and also on Phonoaudiology course documents (curricular matrices, discipline programs and summaries and training periods). The participants were 52 professors and 92 students from three public and three private colleges of the State of Sao Paulo. The data were collected from those documents and the questionnaires answered by the participants. Analysis of the curricular matrices showed that a theoretical schedule load is concentrated in the first-year courses, while training periods are carried out by the end of the graduation program, which may contribute to delay a longer insertion of preventive educational actions into the community. The programs showed the use of lectures as the main education method, as well as theoretical tests for learning evaluation, rather than a more active participation of the student in course activities and the professor as a mediator in this process. The summaries of the courses presented a wealth of contents on the head and neck morphological and functional aspects, phonoaudiological pathologies that can be caused by external aggressive agents, besides contents on primary health attention. These are relevant issues that need to be emphasized, so that the students can recognize the importance of preventing accidents. The present study indicated the necessity to reflect upon the current higher education Phonoaudiology program, so as to extend and optimize the opportunities for educational/preventive performance in relation to the social demands concerning human accidents.
Descrição
Palavras-chave
Fonoaudologia, Curriculos, Acidentes humanos, Phonoaudiology, Curriculum, Human accidents
Como citar
NASCIMENTO, Edinalva Neves. A fonoaudiologia e os acidentes humanos: aspectos curriculares e opiniões de docentes e discentes. 2006. 132 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2006.