TEACHING KNOWLEDGE AND LIFE CYCLES OF UNIVERSITY MEDICINE TEACHERS

an analysis of their trajectories

Abstract

This article analyzes the process of acquiring teaching knowledge in the teaching trajectories of medical professors. We start from the premise that teaching knowledge are plural and mobilized in practice (Tardif, 2004). They are experiential and change in the course of the teacher's life cycles (HÜBERMAN, 1992), based on two dimensions of his teaching career: space and time (JIMÉNEZ-VÁSQUEZ, 2017). The trajectory of medical professors is built on two fields of professional action developed simultaneously: medicine and teaching. In order to recover the voices of 14 medical professors from the Autonomous University of Tlaxcala, Mexico, and from the Federal University of Santa Maria, Brazil, we used the qualitative methodology. We used a semi-structured interview script and the data were interpreted with the support of the Grounded Theory. With regard to the teachers' testimonies, we use sensitive listening (FREIRE, 2002). Among the main findings, we highlight that medical professors develop their teaching practice converging, on one hand, to the dogmatic elements of medicine as a profession and on the other, to the experiential and / or formal training they have acquired in the development of their teaching life. We identified that the trajectory of greater temporality in teaching is not a determining factor in the construction of the knowledge necessary for it, although we have observed that there is greater concern, sensitivity and attention in relation to students' learning.