FORMAÇÃO PERMANENTE E GESTÃO EDUCACIONAL: COMPONENTES INTERVENIENTES DE UM MODELO TEÓRICO DE DESENVOLVIMENTO DOCENTE

Abstract

The complexity of the current reality, the changes in the area of health and public policies demand professionals in the medical field with integral conceptions of the human being, with a generalist education, more humanized and ethical. This has led medical schools to transform their pedagogical practices in search of active teaching and learning methodologies. Teacher training is essential in the process of curricular change. This research was developed with the purpose of understanding the experience of teachers of the medical course with their practice and with the formative space, and to communicate it through a theoretical model representative of this experienced process. It was a qualitative research conducted at a State Medical School in the countryside of São Paulo’s state, where medical professors from the first two and the last two years of the undergraduate course were interviewed. The methodological framework of the Theory Based on Data was followed and the theoretical saturation was given in the 19th interview. The theoretical model discovered indicates that the whole movement of the teacher must be valued by the spaces of educational development and educational management. Each professor can experience, in the same context, experiences that link or distance him from the proposed pedagogical model. The (re)construction of meanings for work comes from social interaction, experience of the method and development of co-management.