Abstract:
The present study entitled Analysis of the Contribution of Continuing Psychopedagogical
Training of Faculty of Medicine of the Eduardo Mondlane University (FAMED-UEM) in
their teaching activity in the period 2015-2020, sought to analyze the contribution of this
training at the Eduardo Mondlane University, particularly in the Faculty of Medicine. The
study is qualitative in nature, as it sought to know the beliefs, ideas and/or meanings that
the participants have in relation to the theme of the study. For this purpose, data collection
was carried out through a semi-structured interview, assisted by document analysis, where
institutional documents and others inherent to the subject of study were analyzed. 15
FAMED-UEM teachers were interviewed, who work part-time and fulltime, aged between
30 and 60 years. The study was carried out at the Faculty of Medicine of the Eduardo
Mondlane University. Data were analyzed based on the Content Analysis method, where
categories and subcategories of analysis were defined. The study concluded that the
continuing psycho-pedagogical training of teachers at the Faculty of Medicine brings a
positive contribution of this training in the context of the preparation of teachers who are
at the same time doctors, creating technical-pedagogical transformations. In addition, it is
also concluded that teachers are aware of the existence of teacher training policies at UEM,
however, some of the participants do not know any policy related to this type of training.
This situation represents a weakness in relation to the dissemination of training policies in
this institution. In relation to participation in continuous training, teachers’ mobility
difficulties regarding the training location, lack of time, high workload and fixed training
schedule. The study recommends the definition of diversified schedules, articulation
between the organic units for the dissemination of information, creation of specific
policies, use of training technologies to enhance continuous psychopedagogical training
at UEM.
