Ensino no curso de graduação em farmácia: contexto atual e contribuições da teoria do ensino desenvolvimental

Abstract

The National Curricular Guidelines of the Undergraduate Course in Pharmacy establish principles, fundamentals, terms and procedures for the training of pharmacists. They provide for a humanist, critical, reflective, generalist training, centrality in learning, use of active methodologies, as well as alignment of the course with the health-disease process of individuals, family and community with the epidemiological, socioeconomic, cultural and professional reality, in order to to provide the integrality of health care actions, technology and innovation in health and health management. Such principles inspire a humanist perspective of training and direct it to meet the social needs of the population. Contradictorily, the document also clearly introduces the neoliberal perspective, represented by the notions of competence and entrepreneurship. The analysis of the scientific literature reveals that, in the undergraduate course in pharmacy, most of the difficulties and limitations are linked to pedagogical-didactic practices that still present a transmissive character. Considering this problem, the following question was raised: Given the difficulties and limitations of teaching in the undergraduate pharmacy course, with regard to aspects of the curriculum and the teaching and learning process, what possibilities can be brought from the theory of developmental teaching to a formation as opposed to the discourse of competences? The general aim was to discuss possibilities for advances in teaching in the undergraduate course in Pharmacy. Methodologically, the research was constituted as a bibliographical one. The works of Vygotsky, Leontiev and Davydov, which address human activity, learning and development, were chosen for analysis. The results and discussions highlight concepts from Vygotsky's theory for changes in pharmacists' training, such as cultural mediation, instruments and signs, internalization processes, development of higher psychological functions, zone of proximal development, concept formation process, daily and scientific concepts. From Leontiev's theory, human activity and its structure stand out. In Davydov, the formation of theoretical-dialectic concepts stands out as the central focus of teaching-learning and the study activity for the formation of these concepts. Finally, the organization of the teaching of a concept is presented, with a view to demonstrating the possibility for a professor of the pharmacy course to be guided by the principles of Davydov's theory of developmental teaching. It shows how organized teaching can focus on theoretical-dialectical thinking and not simply on skills of an instrumental nature. It is exposed that developmental teaching can provide conditions for students to investigate the object of study and transform it, during the learning work, contributing to autonomy in solving the task; intellectual independence; understanding of the social and historical construction of concepts in the field of pharmacy; understanding of the dialectical constitution of concepts and their internal movement formed by general and particular relations; use of the theoretical concept as a method of thinking and dealing with the real object. These capacities are essential for the active, creative, independent and critical development of students, contributing to the formation of their personality and professional scientific attitude. It is concluded that teaching based on the Davydovian theory allows for advances that contribute to seeking the re-signification of competences, shifting its meaning to the level of human capabilities that develop the professional future in a broad and dialectical way, in a view opposed to the triad of knowledge , skills and attitudes, incorporated by the neoliberal conception of human formation