The purpose of this study is to discuss the conception about the teaching/learning process of the teachers lecturing the discipline "Supervised Field Work II" of the medical course at the Federal University Fluminense. We aim to raise elements allowing for reflection about the teaching practice in the transformation of medical education. Early insertion of medical students into primary care services is a usual practice in the new medical courses. We discuss the relevance of the epistemological aspects of these practices on the basis of constructivism as a theoretical reference. The theoretical conception of the teachers about the teaching/learning process was frequently empiristic, characterized by disarticulation of theory and practice and a passive role of the student. When reflecting about their real practices however, the teachers showed a more constructivist approach to education, also with respect to a more active attitude of the student. This study aims to emphasize the importance of the teaching conceptions and practices of teachers for the new curriculum of the medical courses in order to advance in the transformation of medical education.
Education, Medical; Faculty; Teaching; Learning; Knowledge
