A pesquisa em ensino de fisiologia no Brasil – desafios de hoje, necessidades do amanhã

Abstract

The traditional model of physiology teaching has been questioned, since the results obtained are unsatisfactory most of the time. So, to understand how the teaching of physiology takes place, it is necessary research about it. Therefore, in this study our objective was to investigate the status of research in physiology teaching in Brazil. To do it, we divided this study into stages: (i) mapping, through the Directory of Research Groups of CNPq (DGP-CNPq), of the research groups on physiology teaching and analysis of Curriculum Lattes of their leaders; (ii) mapping of the research groups of the Teaching Commission of the Brazilian Physiology Society (SBFis) members and analysis of theirs Lattes Curriculum; (iii) mapping of the Brazilians’ publications in the Advances in Physiology Education journal; (iv) interview with the leaders of the groups identified in the DPG-CNPq; and, (v) interview with a representative of the SBFis Teaching Commission. In the first stage, we found 5 research groups in Brazil registered in the DGP-CNPq. They had 55 people, with a mean of 18.33 ± 9.29 people/group. Geographically, there were 21.81% (n = 12) in the Northeast; 25.45% (n = 14) in the Southeast; and 52,72% (n=29) in South Brazil. Of these, in Northeast 66,66% (n = 8) of the members were professors and 33.33% (n = 4) students; in the Southeast, 21.42% (n = 3) were professors and 78.57% (n = 11) students; and in the South, 58.62% (n = 17) were professors and 41.37% (n = 12) students. The members of the Teaching Commission of SBFis and its groups totaled 37; of these, 56.75% were professors (n = 21) and 43.24% were students (n = 16). Geographically, 32.43% (n = 12) were in the Northeast; 66.67% were professors (n = 8) and 33.33% were students (n = 4). Other 27.02% (n = 10) were in the Southeast; of these 40% (n = 4) were professors and 60% (n = 6) students. 40.54% (n = 15) were in the South; 60% (n = 9) were professors and 40% (n = 6) students. We found 50 articles published by Brazilian researchers in Advances in Physiology Education from 1992 to 2017. The leaders of the groups identified in the first stage were interviewed. In the content analysis, 109 significant sections were identified, which were classified into 5 categories of analysis: (i) Strategies for student learning with 31.19% (n = 34) of the significant sections; (ii) (De)valuation of research in physiology teaching, 25.68% (n = 28); (iii) Teacher training 25.68% (n = 28); (iv) Education, 11% (n = 12); and; (v) Physiology’ teaching on the perspective of health education, with 6.42% (n = 7). According to the interviewed member of the Teaching Commission of SBFis, this commission seeks to value the teaching of physiology and also support research in teaching physiology. We conclude that the number of groups that research physiology teaching in Brazil is small. The focus of research in physiology teaching is improve students' learning, but researchers suffer prejudice because their projects are devalued.