Docência em fisioterapia: os desafios encontrados na prática docente na contemporaneidade

Abstract

In the context of extensive discussions about the training of professors who work in higher education in physical therapy, as well as the conditions of entry for these professionals into teaching, significant reflections emerge on the various approaches and the importance of pedagogical and epistemological knowledge that define and characterize teaching practice. These discussions generate increasingly explicit tensions in higher education institutions, as the number of professors without specific training and experience for teaching. The study aims to identify the main challenges encountered by teachers in higher education in physiotherapy in daily practice. The research had a qualitative focus, for this purpose the search for works, theses and dissertations, dealing with the topic to be discussed, in libraries and databases was used as a selection criterion, using authors who address the topic as selection criteria. in a critical perspective with analysis of reality. Results/ conclusion: The research findings indicate conceptions of training and teaching that are intertwined and have been constructed throughout the teaching career. The transmission of knowledge based on experiences lived by teachers in the process of their training has a strong influence on the students' learning process. The lack of pedagogical preparation for teachers was the main problem found, indicating that training must be provided in a continuous process, as teaching requires constant knowledge.