Saberes educacionais na graduação em farmácia : alinhamento às diretrizes e desafios para a formação integral do farmacêutico

Abstract

This Master's dissertation, linked to the research line of Educational Processes, Language, Technology, and Inclusion, aims to analyze the educational knowledge prioritized in the curriculum of the undergraduate Pharmacy program, seeking to understand how this knowledge contributes to teaching and learning processes and to the training of future pharmacists. The research adopts a qualitative and documentary approach, grounded in the Policy Cycle Approach by Stephen Ball and Bowe (2000), with an emphasis on the contexts of influence and text production. The research corpus consists of the National Curriculum Guidelines (NCGs), the Pedagogical Course Project (PCP) of a university in the Serra Gaúcha region, and the syllabi of the courses that make up the current curriculum. The analysis highlighted the predominance of disciplinary knowledge, as discussed by Tardif (2002, 2014); the presence of experiential knowledge, based on the conception of Cunha (2009, 2013); pedagogical knowledge, as proposed by Gandin (2012); and curricular knowledge, following the approach of Imbernón (2009). It was observed that, although all forms of knowledge are represented in the curriculum, there is an emphasis on technical and scientific dimensions, with a more limited workload dedicated to pedagogical and experiential practices. It is concluded that the analyzed curriculum is formally aligned with the National Curriculum Guidelines and encompasses different dimensions of training, contributing to the development of the technical, ethical, and social competencies expected for the pharmacist?s performance in the contemporary context. [resumo fornecido pelo autor]