Análise da infraestrutura e matriz curricular de um curso de Fisioterapia sob a ótica docente

Abstract

ABSTRACT: The educational environment offered by universities must be qualified and prepared for the adversities that teachers and students face in the teaching-learning process. Objectives: To understand how professors of a Physiotherapy course in Goiânia-GO evaluate the physical structure of the institution and the curricular matrix of the course, describe the methodologies applied and the aspects that they consider as facilitators and/or obstacles in the teaching-learning process. Methods: This is a quantitative and qualitative research, descriptive and exploratory, with a theoretical approach, cross-sectional, whose sample consisted of 34 teachers of a Physiotherapy Course at a private institution in Goiás. Results: The characterization of the demographic and academic profile of the participants identified that the majority of the teaching staff is female, with an average age of 42.56±7.32 years, born in Goiânia, with Goiás being the state of origin. It was identified that relevant aspects of the physical structure, curricular matrix and teaching methodologies need modifications, and points considered as facilitators and obstacles to the teaching-learning process were identified. Conclusion: The teachers consider that the course presents good conditions in the educational environment, however, they point out the need for improvements both in the physical structure and in the equipment, in addition to updating the curricular matrix. It was observed that the models of methodologies are of an active and traditional nature, used in the praxis of the professors, the aspects considered as facilitators of learning, were cited: the active methodologies; the adequacy of the infrastructure; the student's profile, collaborative and interested; the good professional relationship between student and professor; adaptation to new technologies. As impediments: traditional methodologies; precarious infrastructure, such as lack of access to a quality internet network and small classrooms for the number of students; and lack of interest on the part of students.