Abstract
Policies that induce change in health education, such as National Reorientation Program in Professional Health Education (Pró-Saúde) and Education through Work Program for the Health Area (PET-Saúde), constitute teacher learning spaces. In this sense, this article aims at characterizing paths, conceptions and expectations of teachers who work in Pró-Saúde and PET-Saúde of Universidade Federal de São Paulo. Data was obtained through narrative interviews with 13 teachers. Based on the analyses, Pró-Saúde and PET-Saúde are recognized as “spaces for teacher education,” though not considered “recognized and valued territories of teacher education.” This research allows to map clues to change the dimension of health teacher education proposals based on the learning paths that led the participants of this research to collaborative, interprofessional, critical and socially implied teaching oriented towards the subjects’ needs.
Keywords:
Higher education; Public policies; Teaching; Narratives