ABSTRACT
Objective
To understand how epistemological world awareness is expressed in the educational practices of healthcare professors.
Methods
A qualitative, descriptive, exploratory, and analytical study. Data were collected through open-end interviews and non-participant observation from May to December 2013, with 10 professors from a public university in southern Brazil. The adopted theoretical framework was the composition of Paulo Freire and Lee Shulman. Data were analysed according to the operative proposal of Minayo.
Results
The emerging category was Epistemological world awareness of healthcare professors.
Conclusions
For professors to understand and reflect on the core knowledge categories required for their practice, they must have an epistemological world awareness that allows them to perceive themselves as unfinished in relation to the world and able to transform their practice.
Faculty; Teaching; Education, higher; Knowledge