Autoscopia no processo de formação de docentes reflexivos

Daniela Maysa de Souza; Vânia Marli Schubert Backes; Marta Lenise do Prado; José Luis Medina Moya

doi:10.15253/2175-6783.20192040881

Authors

Daniela Maysa de Souza Universidade Federal de Santa Catarina http://orcid.org/0000-0002-3916-6716
Vânia Marli Schubert Backes Universidade Federal de Santa Catarina http://orcid.org/0000-0002-8898-8521
Marta Lenise do Prado Universidade Federal de Santa Catarina http://orcid.org/0000-0003-3421-3912
José Luis Medina Moya Universidad de Barcelona http://orcid.org/0000-0002-9487-9065

DOI:

https://doi.org/10.15253/2175-6783.20192040881

Keywords:

Faculty, Nursing; Nursing Faculty Practice; Education, Nursing, Associate; Nursing Education Research; Self-Assessment.

Abstract

Objective: to understand how autoscopy, supported by the Model of Action and Pedagogical Reasoning, contributes to the formation of reflective professors. Methods: a qualitative and descriptive study, carried out with a Nursing professor, of the Nursing Technical Course. For the collected data, through interviews, non-participant observation and autoscopy, content analysis was used, with the results interpreted in the light of the referential theorist of Shulman. Results: the perceptions reported by the professor before autoscopy differ from the post-autoscopy findings, demonstrating advances in the new comprehension. The structure of autoscopy, following Shulman's Model of Action and Pedagogical Reasoning, made possible reflective professor exercise. Conclusion: the inclusion of autoscopy in teacher training processes can stimulate reflective posture, allowing for advances in teaching practices.

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