Rocha Dais Gonçalves, Nunes Nilza Rogéria Andrade, Espírito-Santo Giannina do, Bosi Maria Lúcia Magalhães
Universidade de Brasília, Brasília, Brasil.
Faculdade de Medicina, Universidade Federal do Ceará, Fortaleza, Brasil.
Cad Saude Publica. 2024 Sep 16;40(8):e00116723. doi: 10.1590/0102-311XPT116723. eCollection 2024.
This article analyzes the evidence of qualitative research training in graduate programs in Public Health accredited by Brazilian Coordination for the Improvement of Higher Education Personnel (CAPES) in Brazil in 2021. To map out the disciplines, the Sucupira Platform was accessed to locate the graduate programs in Public Health, and the institutional portals were searched. A total of 98 courses were identified. Using reflective thematic analysis, it was possible to group the data production and the characterization of the courses into the following macro categories of analysis: (a) workload and type of course offered (mandatory or optional); (b) teaching-learning objectives; (c) content (with emphasis on the investigation of scientific paradigms or different theoretical-methodological approaches to qualitative research); (d) teaching-learning methodologies. The results show that only 40.4% of the courses are mandatory and the predominant teaching-learning objectives focus on instrumentalization and enabling graduate students to create research projects. In total, 59.3% of the courses did not inform the type of teaching-learning methodology. There is a gap in the use of digital technologies and spaces and a predominance of the text-based approach. Furthermore, the epistemological-theoretical training is fragile. The learning of the Positivist paradigm predominates over the interpretive paradigm of critical theories/traditions. The article concludes by systematizing elements for a training itinerary with increasing degrees of complexity, intentionally structured and developed in an institutional environment that fosters decoloniality and epistemic reparation.
本文分析了2021年巴西高等教育人员素质提升协调办公室（CAPES）认证的公共卫生研究生项目中的定性研究培训证据。为梳理相关学科，我们访问了Sucupira平台以查找公共卫生研究生项目，并搜索了各机构网站。共识别出98门课程。通过反思性主题分析，可将数据产出及课程特征归纳为以下宏观分析类别：（a）课程工作量及类型（必修或选修）；（b）教学目标；（c）内容（重点在于对定性研究的科学范式或不同理论-方法论方法的探究）；（d）教学方法。结果显示，仅有40.4%的课程为必修课，且主要教学目标侧重于工具化以及使研究生能够开展研究项目。总体而言，59.3%的课程未说明教学方法类型。在数字技术和空间的使用方面存在差距，且以基于文本的方法为主。此外，认识论-理论培训较为薄弱。实证主义范式的学习比批判理论/传统的解释性范式更为普遍。本文通过系统化一系列要素来构建一个复杂度递增的培训路径作为结论，该路径在促进去殖民化和认知修复的机构环境中有意构建和发展。
