Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-02T17:50:02Z No. of bitstreams: 1 Valéria Rodrigues Costa de Oliveira.pdf: 10563985 bytes, checksum: 1bf758b52315a6ab8d22dc90f43faf3e (MD5) / Made available in DSpace on 2017-10-02T17:50:02Z (GMT). No. of bitstreams: 1 Valéria Rodrigues Costa de Oliveira.pdf: 10563985 bytes, checksum: 1bf758b52315a6ab8d22dc90f43faf3e (MD5) Previous issue date: 2002-08-01 / This study, a result of a teaching professional experience in Courses of Physiotherapy, was performed as an instrument of comprehension/reflection on the influences of political, social and historic forces in the construction of a professional identity of all physiotherapists living in Brazil. It was based in curriculum models adopted in three different moments of history: in the 50’s with technician courses, the 60’s when the technical courses were introduced at college and the 80’s with the introduction of Physiotherapy courses at universities. The aim of this research was to evaluate the impacts on the curriculum models and the reconstruction of the professional identity through the history of Physiotherapy in the world and in Brazil correlating them one to the other. The methodology used involved the analysis of documents and oral interviews. Understanding the professional identity as a collective construction, idealized and concretized through individual actions, we may be able to understand the advances in the processes of profissionalization and the limitations imposed to the occupation. / Este trabalho, fruto da experiência profissional docente em Cursos de Fisioterapia, foi idealizado como instrumento de compreensão/reflexão sobre as influências das forças políticas, sociais e históricas na construção da identidade profissional do fisioterapeuta no Brasil. Tem como eixo norteador os modelos curriculares adotados em três momentos da história: na década de 1950, com os cursos técnicos; 1960, com os cursos “técnicos de nível superior”; e 1980, com os cursos de nível superior. O objetivo da pesquisa foi o de, reconstruindo a história da Fisioterapia no Mundo e no Brasil, avaliar os seus impactos nos modelos curriculares e na construção da identidade profissional, interrelacionando-os. A metodologia utilizada envolveu análise de fontes documentais e entrevista oral. Entendendo a identidade profissional como uma construção coletiva, idealizada e concretizada em ações individuais, compreendem-se os avanços no processo de profissionalização e as limitações impostas à categoria.

Philosophiae Doctor - PhD / Community Based Rehabilitation (CBR) is used internationally, to address the lack of access of People with Disabilities (PwD) to rehabilitation services. Physiotherapy is one of the rehabilitation services offered to PwDs at community level, through CBR. In Sudan, Ahfad University for Women (AUW) offers a Bachelor degree in Physiotherapy, which integrates a CBR module into the curriculum, since 2007. The aim of this current study was to investigate the CBR components of the current physiotherapy curriculum at AUW, to determine whether they should, and could be expanded. The Mix method study design was employed, with a mixed research methodology, containing both qualitative and quantitative approaches for data collection. The components of CBR, present in the current physiotherapy curriculum at AUW were identified, using the constructive alignment framework, and content analysis for data analysis. The PWD’s needs of rehabilitation services in Sudan were established, using a questionnaire survey among users at various rehabilitation centres in Khartoum State. The CBR components that needed to be adapted in the physiotherapy curriculum at AUW were identified, using focus group discussions and in-depth interviews with AUW physiotherapy students and a CBR expert. Finally, the CBR components were revised and adapted, using a collaborative approach during workshops with AUW staff and clinicians. It was concluded that, in order to address the rehabilitation needs of PwDs, the CBR module needed to include additional components, to align the course content, teaching and learning techniques, as well as assessment tasks, with the intended learning outcomes of physiotherapy students. The components in the CBR matrix, such as livelihood and empowerment, were deemed important to provide students with knowledge, skills and competence. Additionally, providing information about assistive devices was deemed vital in rehabilitation. A significant relationship (P<0.05) was observed between the provision of information on assistive devices, and the maintenance thereof, as well as the benefits to users, respectively. Ultimately, commencing CBR placements in the fourth year, as is currently the norm, was deemed too late; therefore, it was suggested that community visits in the first and second years of physiotherapy studies, be included in the CBR course curriculum.