ABSTRACT
Embora sejam conhecidos os problemas éticos vivenciados por estudantes de graduação em Odontologia, o mesmo não pode ser afirmado em relação a professores. Esta pesquisa, de abordagem qualitativa, teve como objetivo compreender os problemas éticos percebidosno fazer docente. A coleta de dados ocorreu por meio de entrevistas semiestruturadas com 18 professores de três instituições de ensino superiordo sul do Brasil. A Análise Temática de Conteúdo evidenciou categorias iniciais, dentro das quais alguns problemas éticos foram identificados. Estes foram então agrupados em duas grandes categorias temáticas: "problemas centrais ao fazer docente" e "problemas transversais ao fazer docente". Os resultados revelam que os principais problemasestãorelacionados adesenvolver processos avaliativos justos; ensinar e assistir à saúde com recursos limitados; integrar recursos tecnológicos sem perder a qualidade do processo ensino-aprendizagem; qualificar pedagogicamente o professor-dentista; agir para estimular interesse e comprometimento discente; formar profissionais generalistas com professores especialistas; equilibrar afeto e responsabilidade pelo processo educativo na relação interpessoal; lidar comorientações divergentes; manejar conflitos entre colegas; eenfrentar amercantilização do ensino. Tais questões são problematizadas neste artigo, buscando instigar a reflexão docente. Em conjunto, reiteram a necessidade de se atuar intencionalmente na dimensão ética da educação superior. Sugere-se que os desafios identificados sejam tomados como objeto de deliberação entre professores -para contribuir com a sua qualificação ético-pedagógica -bem como entre professores e estudantes, favorecendo a construção da personalidade moral dos futuros profissionais (AU).
Although the ethical problems experienced by dental students are known, the same cannot be said in relation to professors. This research, with a qualitative approach, aimed to understand the ethical problems observedin teaching. Data collection took place by semi-structured interviews with 18 professors from three higher education institutions in southern Brazil. The Thematic Content Analysis evidenced initial categories, within which some ethical problems were identified. These were nextgrouped into two major thematic categories: "teaching central problems" and "teaching cross-cutting problems".The results reveal that the majorproblems are related to: developing fair evaluation processes; teaching and assisting in health with limited resources;integratingtechnological resources without losing the quality of the teaching-learning process; pedagogically qualifyingthe dentist teacher; actingto stimulatethestudent'sinterest and commitment; traininggeneral practitionerswith specialists teachers; balancingaffection and responsibility for the educational process in the interpersonal relationship; dealingwith divergent instructions; handlingconflicts between colleagues; and facingthe commodification of education. Such issuesare discussed in this article, seeking to instigate teacher reflection. Together, they reiterate the need topurposefully act in the ethical dimension of higher education. It is suggested that the identified challenges be taken as an object of deliberation among professorsto contribute to their ethical-pedagogical qualification,as well as betweenprofessors and students, favoring the construction of the moral personality of future professionals (AU).
Subject(s)
Humans , Male , Female , Adult , Middle Aged , Problem-Based Learning/methods , Education, Dental/ethics , Educational Measurement/methods , Ethics, Professional/education , Faculty, Dental/ethics , Interviews as Topic/methods , Qualitative Research , DentistryABSTRACT
As women enter the dental profession in increasing numbers in North America and around the world, the questions of how they perceive their environment and what kind of barriers they face are important subjects to be addressed. The aim of this study was to assess and compare women dental students' perceptions of bias in their environment and experiences of sexual misconduct at one dental school in each of four countries. In spring 2017, 1,293 female students at four dental schools in the U.S., Bulgaria, Brazil, and India were invited to participate in a 24-item survey developed by researchers from the four countries; 990 students responded (response rate 76.6%). The overall majority of the respondents reported thinking the admissions process at their school was fair (79.7%); but a fifth of U.S. and Brazilian students perceived their school was not fully embracing of females, with most Bulgarian students agreeing (87.2%) and all Indian students disagreeing. Most respondents overall perceived that male faculty members did not favor male students (79.5%) and did not think there was discrimination against female students by faculty (87.1%), but half of the U.S. respondents reported feeling discriminated against by both male faculty and male students. When the responses "I've been verbally harassed" and "I've been somewhat verbally harassed" were combined, 10.1% of the U.S. respondents reported verbal harassment, compared to 20% of Brazilian, 15% of Bulgarian, and 2% of Indian respondents. When the responses "I've been sexually assaulted" and "I've been somewhat sexually assaulted" were combined, 6% of U.S. respondents reported being sexually assaulted, compared to 6.2% of Brazilian, 2.5% of Bulgarian, and none of the Indian respondents. Almost half (46.9%) of these students overall perceived their school was not or only somewhat vigilant about issues of sexual misconduct, and only 54% said they would feel comfortable or very comfortable reporting misconduct. These results suggest that academic dental institutions in all four countries need improvements to make their environments more equitable and free of bias and sexual misconduct.
