After punctuating the teaching staff of college education we realize the needs of these
professionals for a pedagogy degree. Such additional education is supposed to be a continuous
process, with studies referring to the scientific field and to daily practices and experiences. It
is well known the entry of bachelors on the higher education teaching due to the need for
qualified professionals in specific fields. Therefore, questions might be raised concerning the
building of pedagogic practices by these professionals, since there is no technical experience
of teaching on their scholar graduation. These discussions meet worries that were evidenced
during debates organized by the Conselho Federal de Farmácia – CFF and the Associação
Brasileira de Educação Farmacêutica – ABEF though their conferences along the recent years.
Figuring out how the pharmacists who work as teachers can bear pedagogic practices and
consider a Graduation based on a model of professional that constantly tries to reflect on their
own practices and the understanding of their profession though knowledge and abilities.
This research, therefore, aims to verify the knowledge involved on the experiences of
pedagogic practices of pharmacists-teachers who act on the courses of Pharmacy in Santarém,
Pará. And as for specific goals: Understanding the professional trajectory that lead these
professionals to teaching; verifying how the participants conceptualize the identity of the
teaching pharmacist, describing how the teachers build their pedagogic practices and
analyzing how the participants evaluate their own practices currently. The research has six
teaching Pharmacists as participants, who have been acting for at least two years in pharmacy
graduation courses in the city of Santarém, Pará. The data were collected from semistructured
individual interviews and by the application of a sociodemographic questionnaire.
Topic 1, the trajectory towards teaching, had six discourses found. Topic 2, which reflected
over the identity of the teaching-pharmacist, had seven discourses found. Topic 3 explored
the important living experiences of teaching, and presented nine discourses. Topic 4 was
based on the initial impressions and strategies, it presented nine discourses. And topic 5
addressed the perceptions of the current pedagogic practices, concluding 8 discourses.
From the analyzed topics were extracted five experience knowledge used on the building of
pedagogic practices by the participants: i) related to the role of the professor, which is an
inspiration to the pharmacists on their way to teaching, ii) the professional experience is
important to construct the necessary knowledge to teach; iii) awareness of scientific
knowledge on the work field and understanding that pedagogic practices allow the process of
teaching-learning originated from the scientific and professional acting knowledge; iv)
comprehensions concerning the pedagogic practices: they are seen as mediators of the
teaching-learning process, and v) observation of own practices, and confirmation of lack of
enough knowledge about pedagogic practices. As results, there are contributions in two areas:
college, because it consolidates more knowledge to the comprehension over teaching skills
and how those skills interfere on the construction of the daily pedagogic practices in the
classrooms; specifically when related to pharmacy courses, which is a peculiar area. However,
it´s a field full of interactions with the discussions on what is essential to the graduation of
pharmacists, since such professionals may eventually become teachers, or in other words,
trainers of new pharmacists.
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