Fernandes Fernanda Dreux M, Wertzner Haydée F
Folia Phoniatr Logop. 2014;66(4-5):176-182. doi: 10.1159/000366129. Epub 2015 Mar 17.
The aim of this paper is to present the academic requirements for the education of speech-language pathologists (SLPs) and to discuss some of the challenges in providing quality supervised practice and the solutions proposed by some programs in Brazil.
Brazilian proposals regarding the training of SLPs are reviewed, with guidelines provided by the International Association of Logopedics and Phoniatrics (IALP) and the Comité Permanent de Liaison des Orthophonistes-Logopèdes de l'UE (CPLOL), and descriptions of the specific experience of the oldest Brazilian program are provided.
The bachelor's degree is the minimum level required for the independent practice of speech-language pathology and audiology in Brazil, where there are 75 undergraduate programs. In several programs, students are encouraged to enjoy the diversity at their university, enrolling in courses of different areas to broaden their experience. The basic areas of the undergraduate program are mandatory as per recommendation of the Ministry of Education and include competences related to the health system, decision making, communication, leadership and continued education. Since practice training is part of the undergraduate programs, it is incorporated into the pedagogical concept and has a major role in it.
The structure of the programs allows the dissociation of theory from practice to be attenuated; both educational strategies are used together as part of the pedagogical concept.
本文旨在介绍言语语言病理学家（SLP）教育的学术要求，并讨论在提供高质量监督实践方面的一些挑战以及巴西一些项目提出的解决方案。
回顾了巴西关于SLP培训的提议，参考了国际言语治疗师协会（IALP）和欧盟言语治疗师常设联络委员会（CPLOL）提供的指导方针，并介绍了巴西最古老项目的具体经验。
在巴西，学士学位是言语语言病理学和听力学独立执业的最低要求水平，巴西有75个本科项目。在几个项目中，鼓励学生享受大学的多样性，选修不同领域的课程以拓宽经验。根据教育部的建议，本科项目的基础领域是强制性的，包括与卫生系统、决策、沟通、领导力和继续教育相关的能力。由于实践培训是本科项目的一部分，它被纳入教学理念并在其中发挥重要作用。
这些项目的结构使得理论与实践的分离得以减弱；这两种教育策略作为教学理念的一部分共同使用。
