Concepção de autonomia de docentes do curso de graduação em fisioterapia

Abstract

This research, linked to the Research Line Theories of Education and Pedagogical Processes, of the Postgraduate Program in Education of the Pontifical Catholic University of Goiás, sought to clarify the following question: what is the conception of autonomy of the teachers of the undergraduate course in Physiotherapy? The general objective was to understand the conception of autonomy expressed by physiotherapists who work as teachers in the undergraduate course in Physiotherapy. The specific objectives were (1) to contextualize the activity of the teacher in the undergraduate course in Physiotherapy; (2) to address autonomy in Kant, Vygotsky and Paulo Freire; (3) to analyze the concepts of autonomy expressed by teachers of the undergraduate course in Physiotherapy; (4) to discuss the teachers' views on the achievement of effective autonomy in their pedagogical practice. In addition to the literature review and the analysis of the Pedagogical Project of the Course, field research with a qualitative approach was used, with nine physiotherapists who teach the undergraduate course in Physiotherapy, who gave interviews conducted based on a semi-structured script. The technique of analysis of senses and meanings proposed by Aguiar and Ozella was adopted to analyze the content of the interviews. The following categories emerged in the categorization process: entry into teaching; the concept of autonomy; challenges, continuing education and teacher autonomy; institutional management and autonomy; satisfaction in teaching and the possibility of autonomy; autonomy and teaching methodology; potentialities of teacher autonomy. The analysis allowed us to identify that the predominant conception of autonomy expressed by teachers is influenced by elements of the contemporary historical context, permeated by influences that produce meaning that range from their daily experience, their scientific training in Physiotherapy, their knowledge and pedagogical practices, as well as by the vision they have of teaching activity within institutional relations, involving themselves, the students, management, and working conditions. The participants' understanding is influenced by the meanings and senses of the neoliberal conception of society, education and human beings. They understand autonomy as freedom of individual choice of teaching methodologies and forms of learning assessment. On the other hand, they indicate that they cannot achieve autonomy in the face of the obligation to comply with institutional management guidelines and rules. They demonstrate that they have an understanding of autonomy that is sometimes limited, sometimes mistaken. In some cases, the understanding of autonomy expressed by the teachers is close to Kant's conception, but ideas close to Paulo Freire's or Vygotsky's conceptions regarding autonomy were not verified. The autonomy of the teacher in the Physiotherapy course, as understood by the research participants, does not include the contradictory and collective dimension of its construction and development process